The purpose of the study was to critically analyze the impact of utilization of the instructional resources on pedagogy in public secondary schools in Kenya. Most public secondary schools in Kenya are not fully equipped with enough instructional resources. An in-depth analysis was done to bring to light what must be brought forth to equip all schools with essential instructional materials needed during pedagogy. The main intent of the study was to critically analyze the teachers' preparedness to use instructional resources during instruction for the sole benefit of the students in secondary schools in Kenya. To critically analyze how variety of instructional resources impact pedagogy in public secondary schools in Kenya. To critically analyze how simplicity of instructional resources impact pedagogy in public secondary school in Kenya. To critically analyze the impact of the cost of instructional resources on pedagogy in public secondary schools in Kenya. To critically analyze the impact of the adaptability of instructional resources on pedagogy in public secondary schools in Kenya. Moreover the study was meant to generate the impact of inclusiveness of those instructional resources, the cost of the instructional resources and the availability of instructional resources. The study used qualitative research design that was valid when doing a critical analysis. The study came up with recommendations to the government, teachers and the education stakeholders to ensure that teachers get enough training with respect to instructional resources and also acquire variety of resources to enhance pedagogy in public secondary schools in Kenya.

The consistent decline in pupils’ academic achievement in public Secondary schools has raised more questions to be answered by education stakeholders. Thus, the purpose of the study was to assess the influence of school resources on pupil academic achievement in Secondary schools: a case of Manga Sub-County Nyamira County, Kenya. It adopted a descriptive survey research design with a target population of 469 comprised of 434 teachers and 33 head teachers. The sample size was 214 comprised of the teachers and head teachers. The researcher collected data using questionnaires. The study also established that instructional resources, physical facilities, and human resources have an influence on a pupil’s academic achievement in Secondary schools. The study recommended that; for effective learning and improved academic performance, the government should ensure that it has provided adequate instruction materials in all schools; the government and school management should ensure that there...

Statement of the Research Problem: Instructional resources play an important role in supplementing teachers’ classroom pedagogy and thus realization of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education. Purpose of the Study: This study aimed at assessing the influence of instructional resources on quality of education in public secondary schools in Murang’a County, Kenya. Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used ...

Excellent secondary school academic achievement in Kenya is received with jubilation as this forms the beginning of lucrative careers studied at universities or colleges by students. Students failing to achieve academically well in secondary school tend to miss out in post-secondary institutions and become relegated to less lucrative jobs. This study attempted to address the perennial problem of academic achievement in secondary schools that leads to students receding in test scores. It was geared at specifically analyzing factors contributing to academic achievement in secondary schools in Hamisi sub-county, Vihiga-Kenya. The study was guided by the following objective: To establish the impact of teaching and learning resources to students’ academic achievement in secondary schools in Hamisi Sub-county, Vihiga – Kenya. The study employed descriptive survey research design. The target population was 4,298 consisting of 41 Principals, 428 teachers, 3826 students, 1 DEO and 2 AEOs. Simple random sampling was used to select the teachers, students and the AEO. Purposive sampling technique was used to select the DEO. The sample size was 525 respondents consisting of 12 principals, 128 teachers, 383 students, one DEO and one AEO. Data collection tools used was structured and unstructured questionnaires, interview schedules and document analysis. Instrument validity was done through content validity whereas the test and re-test technique was used to test the reliability of the tools comparing with a Pearson Correlation Coefficient of 0.5. Quantitative data analysis was done using descriptive statistics and the data was presented using frequency counts, means and percentages with the aid of the SPSS Version 16.0. Qualitative data analysis was done thematically hence results of data analysis were presented in form of frequency distribution tables, bar/line graphs, and pie charts. The study established that students receded academically at the secondary schooling level as a result of factors related to Teaching and Learning Resources (TLR). It was recommended that the Government should roll out a fund to facilitate TLR production apart from encouraging the teachers to be innovative in production of these resources and that secondary schools should make achievement targets in respect to student entry behavior and work to augment this. These researchers hope that findings of this research will be vital for both Hamisi sub-county Education Office and the Ministry of Education Science and Technology in achieving the integral national goals of education which will transform the students into competitive global citizens.

Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schools and little has been done to find out how different instructional strategies used in lower grade schools influence learners’ acquisition of reading skills. The purpose of this study was, therefore, to establish the use of instructional strategies and resources on acquisition of reading skills among Grade Three Pupils in Embakasi, Nairobi County, Kenya. The research was guided by Robert Gagne Instructional Theory. The study results imply that instructional resources being scarce, the acquisition of reading skills in the study county could not be possible. The study recommended that MoE should provide refresher courses to teachers on teaching methodologies that would improve reading skills among the Grade Three pupils. Article visualizations:

Language skills in young children provides a foundation to a better acquisition of cognitive, social, physical and emotional skills useful in the later years of life for children. It also enhances smooth transition, performance, and retention and completion rate in school for children. The paper presents findings from a study conducted to establish the influence of teacher’s subject competence and teaching experience on use of instructional strategies to enhance development of literacy skills in children in lower grade in Nambale Sub-county, Busia County Kenya. It is paramount to generate evidence based understanding of the primary role of teachers for language in enhancing children’s literacy skills to improve their chances of acquiring quality and inclusive education later in life. Researchers aimed to establish the influence of teacher’s subject competence and teaching experience during foundation level at which children should primarily acquire basic literacy skills to facilitate a smooth transition to later grades. KEYWORDS teachers’ subject competence; teaching experience; instructional strategies to enhance literacy skills; Busia County; Kenya