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

 
CONCLUSION 
The study concluded that the most relevant types of 
learning resources for teaching SEE should be 
provided because when several of them are used, 
there is a double benefit of seeing and observing 
especially if they utilize all the senses of a learner. 
The teacher during this process of learning is able to 
monitor the students if proper resources are put into 
use. For instance, learning resources like audio visual 
aids, which may probably bring students to a less 
practical experience, can help to effect a change in 
behaviour of the learners. Such kind of behaviours 
will enable them to live in the society. Therefore, the 
study concluded that in order to have a conducive 
society, character moulding and formation should 
apply to all members in that particular society hence 
the conclusion that for SEE to maintain its 
importance as a vehicle for moral values, all efforts 
should be pulled towards its implementation.
On selection of learning resources, teachers were 
found to be picking on any resource that was 
available or ignoring the use of those available. This 
study concluded that for better selection and effective 
use of types of learning resources, the stake holders 
like the head teachers, the ministry of education 
among who are heads of departments should hold 
frequent meetings at departmental level; give 
incentives to SEE teachers and HODs. Through such 
meeting teachers could be enlightened on the positive 
impact of use of learning resources on students. The 
SEE teachers admitted that they selected relevant 
types of learning resources. This attitude was healthy. 
However, the study concluded that the use of types of 
learning resources could only have a greater positive 
impact on most students if teachers employed special 
skills when selecting and using them. For instance, a 
teacher could ensure that all the students are alert 
when for example they are viewing a television by 
either making signs to attract their attention or 
stopping the machine and asking students’ questions 
related to what they are learning.
Although SEE tends not to have a place in the 
secondary school curriculum for formal instruction at 
the moment as a result of criticisms levied against it, 
it is hoped that the findings of this study could appeal 
to majority of the public and educational policy 
makers if not all on relevance of the subject in 
instilling good behaviour in learners that impart on 
the wider society. As a result, the so-called critics, 
through this enlightenment on the role of types of 
leaning resources in helping to appeal to character 
formation of the learners could otherwise change 
their poor attitude towards the subject. Possibly, the 
negative attitude towards SEE is because of lack of 
knowledge on SEE content and due to the fact that it 
has had implementation problems since its inception 
in 1986. However, because of this new knowledge on 
the role it could play in shaping students, if types of 
learning resources were availed and teachers 
encouraged to use them, the curriculum designers 
teachers, school heads and the sponsors could make 
use of the findings and recommendations of this 
study and revisit the objectives of SEE to possibly 
find a way of sneaking it back into the curriculum 
especially with the knowledge that SEE deals with 
normal life situations with an aim of shaping a person 
in order to have better placement in a changing 
society. Therefore because man is a social being, 
always interacting with other people and different 
environment, social ethics becomes a way of life of 
man; for it gives moral guidelines necessary for man 
to always follow in order to interact well with others.