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Types of Contextualized Learning Resources Available for Teaching Reading Skills Among Grade Three Pupils in Bungoma South Sub-County, Kenya
Subject area: Science,Engineering and Technology · Area of research: Educational Psychology
Abstract
This study investigated the types of contextualized learning resources available for teaching reading skills among Grade Three pupils in public primary schools in Bungoma South Sub-County, Kenya. A descriptive survey design was employed targeting 8,296 Grade Three pupils and 1,244 teachers across 93 public primary schools. Using stratified random sampling, 830 pupils and 124 teachers were selected as participants. Data collection utilized structured questionnaires, classroom observations, and semi-structured interviews, with descriptive statistics used for analysis. Results revealed that 92.7% of teachers regularly used at least one form of contextualized learning resource. The most prevalent types included charts and visual displays (83.1%), locally adapted storybooks (73.4%), real objects and manipulatives (70.2%), and picture cards featuring local scenes (62.9%). Teachers predominantly created their own materials (70.2%), adapted existing resources (46.8%), or collaborated with colleagues (36.3%) for resource development. However, significant gaps existed in audio resources (25.8% availability) and ICT-based materials (14.5% availability). The study demonstrates widespread adoption of contextualized learning resources with high effectiveness ratings from teachers, though resource development remains heavily dependent on individual teacher initiative due to limited institutional support and funding constraints.
Keywords
Contextualized learning resources, reading skills, primary education, Kenya
References
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How to cite this paper
@article{1709711,
author = {Owuor Mary-Erronie Ayoo, Janet Nabiswa, Robert Wafula},
title = {Types of Contextualized Learning Resources Available for Teaching Reading Skills Among Grade Three Pupils in Bungoma South Sub-County, Kenya},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {1},
pages = {764-768},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1709711.pdf},
abstract = {This study investigated the types of contextualized learning resources available for teaching reading skills among Grade Three pupils in public primary schools in Bungoma South Sub-County, Kenya. A descriptive survey design was employed targeting 8,296 Grade Three pupils and 1,244 teachers across 93 public primary schools. Using stratified random sampling, 830 pupils and 124 teachers were selected as participants. Data collection utilized structured questionnaires, classroom observations, and semi-structured interviews, with descriptive statistics used for analysis. Results revealed that 92.7% of teachers regularly used at least one form of contextualized learning resource. The most prevalent types included charts and visual displays (83.1%), locally adapted storybooks (73.4%), real objects and manipulatives (70.2%), and picture cards featuring local scenes (62.9%). Teachers predominantly created their own materials (70.2%), adapted existing resources (46.8%), or collaborated with colleagues (36.3%) for resource development. However, significant gaps existed in audio resources (25.8% availability) and ICT-based materials (14.5% availability). The study demonstrates widespread adoption of contextualized learning resources with high effectiveness ratings from teachers, though resource development remains heavily dependent on individual teacher initiative due to limited institutional support and funding constraints.},
keywords = {Contextualized learning resources, reading skills, primary education, Kenya},
month = {July},
}