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

 
Table 3: Students opinion on Selection of Types of 
Learning Resources 
Response statement 
Percentage responses.
Agreed
Undecided
Strongly
Disagreed
Total 
no. 
of 
students 
& 
percentages
1. The SEE teacher is 
very good at selecting 
learning resources that 
appeal to our senses after 
every lesson
60%
10%
30%
100%
1152
192
576 
1920
2 All SEE teachers 
should try and often use 
relevant learning 
resources for all SEE 
lessons
50%
30%
20%
100%
960
576
384
1920

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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 4(1):133-140 (ISSN:2141-6990)
138 
The findings from these responses show that a higher 
percentage of students enjoyed learning when 
teachers used learning resources for teaching. This 
implied that students valued those resources teachers 
were selecting for teaching therefore basing on the 
students views, a lot could be achieved if teachers 
were enlightened on the selection and use of learning 
resources which could help in attainment of the main 
objectives of SEE of creating a morally upright 
student. Beam (1990) has observed that only schools 
are mandated to teach those concepts that build 
character and integrity. Selection of learning 
resources to be used for teaching can enhance the 
attainment of this goal.
The low percentage of teachers who were undecided 
or disagreed strongly with the statement was 
significantly high. This could affect the amount of 
learning of students. However, the authors felt that 
frequent use and proper selection of variety of 
learning resources could appeal to their senses. For 
instance, use of audio-visual resources like video and 
films could help stimulate learning because of its 
power utilizing the sense of sight and hearing
An average of 970(50%) students agreed to the 
statement that ‘All SEE teachers should try and often 
use relevant types of learning resources for teaching 
SEE lessons’, a total of 576(30%) students were 
undecided and 384(20%) of them strongly disagreed. 
These responses show that students recognized the 
importance of learning resources for teaching SEE. 
The responses of those who were undecided and 
strongly disagreed indicated that the learning 
resources teachers selected for learning were not 
relevant enough to appeal to all learners. 
However, among the factors that affected the 
teachers’ selection of learning resources were low 
percentage of HODs appointed by Teachers Service 
Commission (TSC), lack of frequent meetings to 
discuss learning resources and lack of the most 
relevant types of learning resources for teaching SEE.