Criteria for Selecting Relevant Learning Resources by Teachers of Social Education and Ethics in Bungoma District, Kenya

participants who responded to the questionnaire. 
Departmental heads of humanities, SEE teachers and 
the person in charge of the District Learning 
Resource Centre were purposively sampled. This 
study employed four questionnaires, an interview 
schedule and an observation checklist to collect data. 
Descriptive statistics were then used to analyze the 
data. Description of information from the learning 
resource centre was also done. Texts were surveyed 
and a detailed description of relevant suggestions 
given.
 
RESULTS AND DISCUSSION 
Types of Learning Resources used for Teaching in 
Schools
This study sought from SEE teachers the types of 
learning 
resources 
they 
used 
for 
teaching
in their schools. Analysis of data indicated a number 
of learning resources were in use. Teachers reported 
that a total of 16(13%) schools were using 
community 
resources 
and 
resource 
persons. 
Equipment, like computers 10(9%), and Electricity 
40(33%), were also used. Teacher-made resources 
like pamphlets, 72(60%), handouts, 80(67%), models, 
60(50%), recorded information from resource person, 
16(13%), and pictures, 12(10%) were also utilised. 
Equipment like radio, 26(23%), television and 
videocassette recorder playback were used, each 
giving a frequency of 24(20%) as reported by the 
teachers.
It was also reported that motion film projectors, slide 
projectors, overhead transparency projectors being 
used either due to lack of availability, knowledge of 
use or special rooms for storage. Radio cassette 
recorder, 
16(13%), 
tape 
recorder, 
8(7%), 
photocopiers, 2(2%) and duplicating machine, 

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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(1):133-140 (ISSN:2141-6990)
136 
reference books, 72(60%) each, were being used. The 
most commonly used resources were pamphlets, 
handouts, 
models, 
duplicating 
machines 
and 
reference books each of which recorded a higher 
percentage of teachers’ responses. The use of types of 
learning for teaching was interpreted to mean that a 
wide range of learning resources were reliable in 
secondary schools. However, the most needed types 
of learning resources for learning SEE were lacking 
because inadequate funds to purchase for them or 
seriousness on the part of holders to provide for them.
 
Table 1: Responses on Types of Learning Resources 
Used for Teaching SEE
Resource Types
Frequency 
of
Response
Percentage %
Community resources
16
13%
Resources persons
16
13%

Equipment:
•Computer(s)
•Camera(s)
• Electricity
10
0
Afl
‘‘
9%
0%
‘‘0/
‘-‘
1 Teacher Made Resources
• Pamphlets
• Handouts
• Models
• d) Real Objects
72
80
60
10
60%
67%
50%
9%
5 Recorded information from resource person Pictures
16
12
13%
10%

Other equipments
•Radio(s)
•Television(s)
•Video cassettes recorder \ play back
•Motion film projectors
•Slide projector(s)
•Over head transparency projectors
•Film strip projectors
•Radio Cassettes Recorder
•Tape recorder
•Photocopier(s)
•Duplicating machine
• Reference books
26
24
24
0
0
0
0
16
8
2
72
72
23%
20%
20%
0%
0%
0/
0/0
13%
7%
2%
60%
60%
Nevertheless, since learning resources like motion 
film projectors, slides, overhead transparency and 
filmstrip projectors were not in use as indicated in 
Table 1
 
meant that such resources were either 
available but teachers lacked knowledge on how to 
use them, or they were not available because of 
limited finances in schools and on the part of 
stakeholders to provide for them. However, to some 
extent SEE teacher’s qualification and experience in 
teaching other subjects like CRE and Geography 
influenced their knowledge on the value of learning 
resources for teaching some. Hence, some of the 
teachers were found occasionally to be using learning 
resources for teaching SEE. Miller (1990) has 
affirmed the value of learning resources by stating 
that they provide a common starting point and pave 
the path to be followed by learners. Students are 
nearly able to think on similar lines for the same 
subjects.