Factors Influencing The Utilization Of 'vorld Space Radio In Teaching And Learning: A Case Of Public Primary Schools In Ugenya District In Siaya County, Kenya.
In order to meet the challenges of free primary education, the Kenya Government introduced world space radio broadcasts to schools to supplement or improve classroom teachers' work and the quality of education at distance. However, there appears to be improper utilization of world space radio mainly due to certain factors mainly propagated by the school leadership and lack of compatible infrastructure. This study therefore aimed to determine the extent to which availability of World Space radio complementary infrastructure influenced utilization of world space radio in teaching and learning; explore the extent to which teachers' experience and preparedness influenced utilization of world space radio in teaching and learning; establish the extent to which content to curriculum influenced utilization of world space radio in teaching and learning; and explore the extent to which teachers' attitude influenced utilization of world space radio for teaching and learning in primary schools. It was based on the opens systems theory and the study adopted a descriptive survey research design. The target population comprised of the 3500 teachers of the 80 primary schools in Ugenya District. The study further employed both simple random sampling and purposive sampling. Simple random technique was used to select 346 teachers while purposive was used on the DEO. The study used questionnaires and interviews in data collection. Reliability for this study was tested using split half method while validity was tested using randomisation technique. Data was analyzed using descriptive analysis and Pearson's Correlations and presented in tables. The results show that lack of availability of WSR complimentary infrastructure, lack of teacher experience and preparedness, irrelevant content for WSR curriculum and poor teachers' attitude significantly negatively influenced Utilization of WSR in teaching and learning in Primary schools in Ugenya District. The study therefore recommends that: The government through the Ministry of Education and Finance should provide more funds for acquisition of WSR complementing infrastructure to consequently breathe life to WSR for teaching and learning by pupils. School administrators should on the other hand, prudently make use of WSR complementing infrastructure already at their disposal. Teachers should embark, with the help of their respective school administrators, on effective WSR lesson planning which would spur teacher preparedness of WSR for teaching and learning. The teachers should seek to expose themselves more to WSR so as to improve on their experience on WSR. Curriculum developers should review WSR content to make it more current and relevant particularly for pupils in rural schools. The developers should promote local teacher involvement in content formulation to help tailor make the content to suit local pupils and consequently improve teaching and learning using WSR. School managers should proactively promote the benefits of WSR in teaching and learning to help create a positive attitude of the innovation among the teaching staff. They should do this through seminars, workshops and motivational talks, inviting resource persons who have successfully utilized WSR. The Ministry of Education should review the lCT policy to pay special focus on WSR adoption in primary schools for effective teaching and learning.