Research consultancy

CHAPTER FOUR 

PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.0       Introduction

This chapter presents the result of the data analysis and interpretations of the findings according to the study objectives. The type of analysis conducted to answer the research questions were descriptive statistics, which provided responses to research questions one and two and the correlation and regression analyses which provided answers to research question three.

The presentations of the findings are organized around the key variables of the study; utilization of instructional materials contribute to quality learning in selected Secondary Schools in Bweyale Town Council, Kiryandongo District (BTCKD. Bio-data has been analyzed and presented to provide relevant characteristics of the respondents.

4.1. Characteristics of the Respondents

This section gives the characteristics of the respondents in form of cross tabulations on age, gender, their education level, teaching experience since graduation and their teaching experience in current Schools. This is based on the information provided on the questionnaire by the respondents themselves.

 4.1.1 The Sample Response Rate

The research targeted ….respondents from  6 secondary schools within Bweyale Town Council in Kiryandongo District, ….teachers , and …. senior four students. The teachers and students responded to the questionnaire. Six head teachers were also interviewed. The response rates are summarized below.

Table 4.1: The Sample Response Rate

Source: Field Data (2021)

Findings in table 4.1 above indicate that the targeted number of respondents and those that actually participated in the study were equal. This implies that the study realized 100% response rate.

4.2.1. Gender of Respondents

The characteristic of the respondents the study sought to find out was gender of the students. This was done to establish the extent to which the study represents the voices of the different sexes. Findings relating to the gender of the respondents are captured in the table below.

Table 4.2: Gender of the Respondents

Source: Field Data (2021)

According to table 4.2above, majority of the respondents (….%) were male and the rest (…%) were female. and …% were male students; and …0% were female students. The finding indicates that the study represents at least a third of the female voices and two third of the male voices. The findings further indicate that the study brings out the voices of the students.

4.1.4 Teaching Experience since Graduation

The study also sought to establish the teaching experience of the teachers on ground that this is the yardstick for judging whether or not the respondents were adequately experienced in teaching and therefore speak from an informed perspective. The respondents‟ teaching experience since graduation is captured in table 4.4 below.

Table 4.4: Teachers’ Teaching Experience since Graduation

Source: Field Data (2021).

The study established that those below 5 years constituted 28.2%, respondents who had taught between 5-10 years, 48.7%, while 7.7% of the respondents have worked 10-15 years and 15 above years constituted 15.4%. The findings above indicate that the respondents of the study had adequate experience in teaching given the number of years spent in the job. Their responses are therefore considered valid and reliable.

4.1.5 Teaching experience in the current schools

The study was also intent in establishing the teachers’ experience in teaching in their current secondary schools. This was meant to measure their expertise in the utilization of instructional materials as well as the contribution they make to quality learning. Teachers‟ experiences in instructional materials in their current schools is represented by table 4.5 below.

4.5 Teaching experience in the current schools

Source: Field Data (2021).

The study established that those below 5 years constituted 20.6%, respondents who had taught between 5-10 years in the current secondary schools made up 23.1%,  while 5.% of the respondents have worked in the current schools between 10-15 years and 15 above years constituted 2.6%. The findings above indicate that majority of the respondents from selected schools had adequate experience in teaching given the number of years spent in their current job. Their responses are therefore considered valid and reliable.

4.2.1. Distribution of gender by age group of the respondents.

The distribution of gender by age group was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between gender and age group of the respondents. The findings are shown in table 4.1.below.

P< 0.05

Chi-square x² = 6.292^a, df = 4, p = 0.178

Source: Primary data

Table 4.1 above shows that the majority of the respondents were males’ constituting 53.3% while the females constituted only 46.7%. Among the male and female respondents the majority (41.1%) were in the age group 16-19years. This was followed by 21.1% who were in the age group 20-29 years, 16.7% who were in the age group 40-49years and 13.3% who were in the age group 30-39 years. Other respondents were of the aged between 50 &  Above years (7.8%%). Pearson’s Chi square statistics revealed no significant difference between age and gender of the respondents (x² = 6.292^a, df = 4, p = 0.178) suggesting that both genders were equally distributed among the age groups.  This study findings on gender and age suggests that both male and female from selected Secondary Schools in Bweyale Town Council, Kiryandongo District (BTCKD)s’ opinions were captured in this study a majority (41.1%) were in the age group 16-19 years. This was followed by by 21.1% who were in the age group 20-29 years and these were the majorly students. and teachers.

4.2.2. Distribution of sex by Category of the respondents.

The distribution of gender by education level of the respondents was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between gender and education level of the respondents. The findings are shown in table 4.2.1 and table 4.2.2.  and Figure 4.1 below.

P< 0.05

Chi-square x² = 1.356^a, df =2, p = 0.508

Source: Primary data

Table 4.2  and Fig 4.2 above show that among the male and female respondents the majority of respondents (53.3%) were of students while 40.0% possessed were teachers and 6.7%  constituted the Headteachers. Pearson chi-square statistics revealed no significant difference between SEX * Category of respondents (x² = 1.356^a, df =2, p = 0.508) suggesting that both genders were equally distributed along the Category of respondents . This study finding suggests that this study used respondents who were fairly categorised and most suited to give useful information.

4.2.3. Teaching experience since graduation (reasons (must be establish before the techniques)

The distribution of School by Teaching experience since graduation of the respondents was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between School by Teaching experience since graduation of the respondents. The findings are shown in table 4.3 below.

P< 0.05

Chi-square x² = 10.725^a, df =15, p = 0.772

Source: Primary data

Table 4.3 above shows that among the respondents from selected Schools the majority were equally selected constituting 17.9% respectively from Star integrated, Alliance, Dorah Bloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help Sec Sch constituted 10.3%

Summary Only Teachers  who have teaching experience since graduation  Below 5 years constituted 28.2%,

Those with  teaching experience since graduation  between 5 – 10 years  constituted 48.7%, Those with  teaching experience since graduation  16 and above years constituted 15.4% while the least teaching experience since graduation  between 11 – 15 years  constituted 7.7% . Pearson’s chi-square statistics revealed no significant difference between School * Teaching experience since graduation of the respondents (x² = 10.725^a, df =15, p = 0.772) suggesting that both School * Teaching experience since graduation were equally distributed along the available Schools within this jurisdiction. This study finding suggests that there existed Star integrated, Alliance, Dorah Baloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help Sec Sch respondents whose opinions  informed this study within Bweyale Town Council, Kiryandongo District (BTCKD).

4.2.4. (Years of teaching experience in the Current School) Distribution of School by how many years have you taught in their respective

school by the respondents.

The years of teaching experience of the respondents in the current school of the respondents was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between School by how many years had  taught in their respective  school  of the respondents. The findings are shown in table 4.4 below.

P< 0.05

Chi-square x² = 14.393^a, df =15, p = 0.496

Source: Primary data

Table 4.4 above shows that among the respondents from selected Schools the majority were equally selected constituting 17.9% respectively from Star integrated, Alliance, Dorah Baloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help

Sec Sch constituted 10.3%. When asked For how many years had taught in these school,  Below 5 years amajority were from Dorah Baloch Integrated S.S, Blessed Mother Theresa (10.3% ) respectively, 5 – 10 years had Alliance (12.8% ), Bwelaye Public S.S (10.3% ), In the racket of 11 – 15 years; Star integrated (2.6% ), Blessed Mother Theresa (2.6% ),  while under 16 & above Yrs constituted only Star integrated, Alliance and Panyadoli Self Help Sec School with  (2.6% ) respectively. Pearson’s chi-square statistics revealed no significant difference between School * how many years they had taught in these schools of the respondents (x² = 10.725^a, df =15, p = 0.772) suggesting that both School * how many years they had taught in these schools were equally distributed along the available Schools within this jurisdiction. This study finding suggests that there existed Star integrated, Alliance, Dorah Baloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help Sec Sch respondents  in which a majority had taught for Below 5 years  constituting  46.2%, 5 – 10 years  constituted 41.0%,  16 & above Yrs  constituted 7.7% while the least had taught for in between 11 – 15 years constituting 5.1% whose opinions  informed this study within Bweyale Town Council, Kiryandongo District (BTCKD).

4.3. Empirical findings

The empirical findings are presented and analyzed using descriptive, correlation and regression results in relation to the specific objectives. The main aim was to assess how the utilization of quality instructional materials contribute to quality learning in selected Secondary Schools Bweyale Town Council, Kiryandongo District (BTCKD).

In this section the study findings are presented as follows:

To explore how utilization of visual instructional materials contributes to quality learning in selected Secondary Schools in BTCKD;

To find out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD;

To explore how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD and lastly quality learning in selected Secondary School in BTCKD. Not needed here

4.2 How utilization of audio instructional materials contributes to quality learning

To explore how utilization of visual instructional materials contributes to quality learning in selected Secondary Schools in BTCKD was the first objective of this study. The findings of this objective were gathered from questionnaire, documentary reviews, interviews and observations made on spot. The study analyzed how utilization of visual instructional materials contributes to quality learning and the findings on each of this attributes are displayed in table 4.5, table 4.6 and table 4.7 below.

Table 4.5: Showing the mean and standard deviation per utilization of visual

instructional materials attribute as responded to by teachers.

Source: Primary data

Table 4.5 above shows that  in the various Schools  the Teachers  respones  to which instructional materials are available in your school  as follows; Yes textbooks were available (Mean = 1.00, Std. dev = .000), Yes textbooks were available (Mean = 1.00, Std. dev = .000), Yes Study guides were available (Mean = 1.28, Std. dev = .560), Yes Pictures were available (Mean = 1.38, Std. dev = .544), Yes Charts were available (Mean = 1.05, Std. dev = .223) suggesting that on overall, the respondents said yes to having those instructional materials in their schools.

Table 4.5 above shows On the contrary  that some Teachers said No to having  Maps (Mean = 1.62, Std. dev = .493), Hand-outs notes (Mean = 1.69, Std. dev = .468).

This is……………………………………………………………………………………………………………………………………..

Table 4.6: Showing the mean and standard deviation per utilization of visual

instructional materials attribute as responded to by students

Source: Primary data

Table 4.5 above shows that  when the students were asked to  simply tick the box against the response that best described what they knew about instructional materials in their school they responded as follows;

They were undecided on Study guides being provided alongside textbooks for students to use (Mean = 2.96, Std. dev = 1.469), they were undecided on the use of printed materials (e.g. Photographs) by students is regular 2.84, Std. dev = 1.528), suggesting that on overall, the respondents perceived they were not sure of the school providing study guides. Similarly, table 4.5 above shows that the respondents were undecided on  Real objects   (  bones  ) are always during practical lessons (Mean = 2.80, Std. dev = 1.755), However they disagreed that Hand-outs are always given to students for making readings at a given time (Mean = 2.29, Std. dev = 1.460),

Similarly respondents agreed that Charts are always used during teaching and learning (Mean = 3.51, Std. dev = 1.515),

………………………………………………………………………………………………………..

Source: Primary data

Table 4.7 above shows that  when the teachers were asked how often they used the following instructional materials in the teaching and learning process. They were as follows; Respondents very oftenly used Textbooks (Mean = 3.92, Std. dev = 0.354),

Chalkboards, (Mean = 3.62, Std. dev = 1.016). Suggesting that on overall, the respondents perceived they often used text booksand chalkboards as instructional materials in the teaching and learning process.

Similarly, table 4.7 above shows that the respondents oftenly used; Study guides(Mean = .10, Std. dev = 1.273),  Hand-outs notes (Mean = 2.56, Std. dev = 1.294), Charts  (Mean = 3.49, Std. dev = .854),

However other respondents  said they  rarely used; Posters  (Mean = 2.26, Std. dev = 1.294),    Real objects  ( e.g  Human skeleton  )  (Mean = 2.38, Std. dev = 1.184),  Pictures (Mean = 2.26, Std. dev = 0.880),   Maps (Mean = 2.15, Std. dev = 1.136)  it was revealed that Posters, Real objects  ( e.g  Human skeleton  ) , Pictures and Maps were rarely used as instructional materials in the teaching and learning process by teachers in these Schools.

…………………………………………………………………………………………………………………………………….Finally table 4.7  above also shows …………………………………………………..

Piaget theoretically explains that,  (Alice Sterling; 2012).

………………………………………………………………

4.3.1.1. Correlation analysis between Visual Instructional materials and quality learning

in selected Secondary Schools in BTCKD.

To test if there was relationship between Visual Instructional materials and quality learning

in selected Secondary Schools in BTCKD, a correlation analysis was conducted using Pearson’s correlation coefficient and significance at the two tailed level. The findings are presented in table 4.8 below.

Table 4.8: Showing Correlation matrix between Visual Instructional materials and

Quality learning in selected Secondary Schools in BTCKD.

Source: Primary data.

Table 4.8 above shows the Pearson’s correlation coefficient r = 0.506** between Utilization of Visual Instructional Materials and Quality Learning suggesting that the two variables were related. The r = 0.506** and significance p = 0.001 between Utilization of Visual Instructional Materials and Quality Learning in selected Secondary Schools in BTCKD. Suggests that there was a high positive significant relationship between Utilization of Visual Instructional Materials and Quality Learning. This has policy implication in that to achieve the desired Utilization of Visual Instructional Materials for Quality Learning, there was need for increased effective enhancement of practices so as to align and induce Utilization of Visual Instructional Materials and Quality Learning.The study therefore found out utilization of visual instructional materials contribute to quality learning in selected Secondary School of BTCKD. It was also reported that

…………………………………………………………………………..

4.3.1.2. Regression model between utilisation of Visual Instructional materials and quality learning in selected Secondary Schools in BTCKD.

A regression analysis was conducted to measure the extent to which utilisation of Visual Instructional materials was related to quality learning using the adjusted R² values, standardized beta values, t values and the significance measured at 0.05 level. The results of are tabulated in table 4.9 below.

Table 4.9: Showing Regression results between utilisation of Visual Instructional

materials and quality learning in selected Secondary Schools in BTCKD

1. Predictor: (constant), utilisation of Visual Instructional materials

2. Dependent Variable: quality learning

The regression model in table 4.9 above shows adjusted R² value of 0.11 between utilisation of Visual Instructional materials and quality learning suggesting that utilisation of Visual Instructional materials predicted 0.11 of the variance in quality learning. Thus a 11% improvement or alignment of the utilisation of Visual Instructional materials through variouse departments. a 1.10% positive utilisation of Visual Instructional materials leading to quality learning. The R² = 0.110, beta 0.506, t = 0.499, and significance 0.620 suggested that utilisation of Visual Instructional materials was a strong significant predictor of quality learning. The implication is that to achieve the expected utilisation of Visual Instructional materials levels, stakeholders should carry out effective training programs at all times. The stakeholders of Bweyale need to set and communicate  properly and adequately to the teachers and students, analyze the external and internal environment, help them set objectives and deploy ample resources to ensure the achievement alignment of desired utilisation of Visual Instructional materials with their desired goals in a participatory manner to quality learning.

4.3.2    Exploring how how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD.

To find out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD was the second objective of this study. The findings of this   objective were gathered from questionnaires, interviews and documentary review. Utilization of audio instructional materials response is well captured in the conceptual framework. The study found out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD and the findings on each attribute are presented in table 4.10 below.

Table 4.10: Showing the mean and standard deviation for each of the utilization of audio

Instructional materials response items

Source: Primary data

Table 4.10 above shows that when the respondents were asked which instructional audio Instructional materials were available in their school,the following were the responses ; Teachers said No to the availabilty of Tape-recorded (Mean = 1.95, Std. dev = 0.510). Disc recordings (Mean = 2.03, Std. dev = 0.428).Sound distribution systems (Mean = 2.03, Std. dev = 0.362).   Radios (Mean = 2.00, Std. dev = 0.397).   This suggests that the teachers indeed face many challenges in attaining quality learning due inadequacies in audio instructional materials .

Similarly Table 4.10 above shows that when the Teachers were asked How often they used the audio instructional materials in the teaching and learning process, they responded as Not all  to; Tape-recorded (Mean = 1.46, Std. dev = 0.643). Disc recordings (Mean = 1.44, Std. dev = 0.641).Sound distribution systems (Mean = 1.33, Std. dev = 0.621).   Radios (Mean = 1.33, Std. dev = 0.621).

Finally  Table 4.10 above also shows that when the students were asked  to best describes what they know about instructional materials in their school ,they expressed the following opinions;

Students strongly disagreed with the Use of tape recordings in the school being  frequent (Mean = 1.45, Std. dev = 0.702), Students equally disagreed on disc recordings in the school  being  frequent, (Mean = 1.48, Std. dev = 0.814),   They also strongly disagreed with the Use of sound distribution (loudspeakers) systems being regular  at School(Mean = 1.35, Std. dev = 0.688),  Students strongly disagreed that Radio is always used (Mean = 1.37, Std. dev = 0.799)

4.3.2.1 Correction analysis between how utilization of audio instructional materials

contributes to quality learning in selected Secondary School in BTCKD.

To test if there was a relationship between utilization of audio instructional materials and quality learning, a correlation analysis was conducted using Pearson’s correlation coefficient and significance at the two tailed level. The findings are presented in table 4.11 below.

Table 4.11: Correction results between how utilization of audio instructional materials

contributes to quality learning.

*Correlation is significant at the 0.05 level (2-tailed).

Source: Primary data

The results in the correlation matrix shown in Table 4.11 above revealed Pearson’s chi-square correlation coefficient r =   .417* between utilization of audio instructional materials and Quality Learning The r = .417* and significance p = 0.008 between utilization of audio instructional materials and Quality Learning suggests that there was a positively significant relationship between   utilization of audio instructional materials and Quality Learning.

This has policy implication in that to enhance utilization of audio instructional materials, there was need for selected Secondary School in BTCKD stake authorities and stakeholders to effectively carry out the functional responses by

establishing, following up  structures and responsibilities, establishment of standard procedures and policies in the selected Secondary School in BTCKD that can foster  utilization of audio instructional materials for quality learning.

The study there confirmed that utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD.

4.3.2.2. Regression model between how utilization of audio instructional materials

contributes to quality learning.

A regression analysis was conducted to findout and measure how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD. Using the adjusted R² values, standardized beta values, t values and the significance measured at 0.05 confidence level. The results of are tabulated in table 4.12 below.

Table 4.12: Showing Regression results between how utilization of audio instructional

materials contributes to quality learning in selected Secondary School in BTCKD

1. Predictor: (constant), how utilization of audio instructional materials
2. Dependent Variable: quality learning

The regression model in table 4.13 above shows adjusted R² value of 0.008 between utilization of audio instructional materials and quality learning suggesting that  utilization of audio instructional materials predicted 0.008 of the variance in  quality learning. Thus a 8% improvement in utilization of audio instructional materials functional approches would produce a 0.8% improvement in the responses that eliminate quality learning in the in selected Secondary School in BTCKD. The R² = 0.008, beta .417, t = 1.205, and significance 0.232 suggested that utilization of audio instructional materials was a significant predictor of quality learning.

The implication is that to achieve the expected utilization of audio instructional materials levels that help improve in quality learning in selected Secondary Schools Bweyale Town Council, Kiryandongo District (BTCKD) authorities and stakeholders should carry out effective inculcation  of change at all times. In other words achievement of quality learning should be based on clear pedagogical enhancements, structures and follow up of methods , establish standard operating procedures and policies aimed at Knowledge,understanding,skills imparting,Values  and Change of attitudes(KUSVA).

4.3.3    Exploring how how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD.

To explore how utilization of audio-visual instructional materials contributes to quality

learning in selected Secondary School in BTCKD the third objective of this study. The findings of this   objective were gathered from questionnaires, interviews and documentary review. Utilization of audio-visual instructional materials response is well captured in the conceptual framework. The study found out how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD and the findings on each attribute are presented in table 4.13 below.

Table 4.13: Showing the mean and standard deviation for each of the Audio-Visual

Instructional Materials response items

Source: Primary data

Table 4.13 above shows that when the respondents(Teachers ) were asked which audio-visual instructional materials were available in their school,the following were the responses ;

The Teachers said NO to the availability of items such as ; Videotapes (Mean = 4.30, Std. dev = 0.845). Tablets (Mean = 1.34, Std. dev = 0.486). Internet (Mean = 1.79, Std. dev = 0.767)., DVDS (Mean = 1.85, Std. dev = 0.432),YouTube channels (Mean = 1.92, Std. dev = 0.422), Movies (Mean = 1.72, Std. dev = 0.560).

However some teachers responded Yes to availabity of Television  (Mean = 1.33, Std. dev = .521), Computers (Mean = 1.34, Std. dev = 0.505) and Projectors (Mean = 1.00, Std. dev = 0.513).

This suggests that………………………………………………………………

From the interviews held with Headteachers It was evident that…………………………………….

4.3.3.1. Correlation analysis between how how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD.

To test how utilization of audio-visual instructional materials contributes to quality  learning in selected Secondary School in BTCKD, a correlation analysis was conducted using Pearson’s correlation coefficient and significance at the two tailed level. The findings are presented in table 4.14 below.

Table 4.14: Showing Correlation matrix between how utilization of audio-visual

instructional materials contributes to quality learning.

**  Correlation is significant at the 0.01 level (2-tailed

Source: Primary data

The results in the correlation matrix shown in table 4.14 above revealed Pearson’s chi-square correlation coefficient r = -0.199** between how utilization of audio-visual instructional materials and quality learning. The r = -0.199** and significance p = 0.000 between how utilization of audio-visual instructional materials and quality learning suggests that how utilization of audio-visual instructional materials contributes to quality learning.

This has policy implications in that to achieve the desired utilization of audio-visual instructional materials for quality learning there was need for District authorities to

……………………………………………………………………………………………………………………………………………………………………………………………………

4.3.3.2. Regression model between utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCK.

A regression analysis was conducted measure the extent to which utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD. Using the adjusted R² values, standardized beta values, t values and the significance measured at 0.05 confidence levels. The results of are tabulated in table 4.15 below.

Table 4.15.1-4: Showing Regression results between utilization of audio-visual

    Instructional materials and quality learning

The regression model in table 4.15.1-4; above shows adjusted R² value of 0.013 between utilization of audio-visual instructional materials and  quality learning suggesting that  utilization of audio-visual instructional materials’ predicted 0.013 of the variance in quality learning.Thus a 13% improvement or harmonizing of  utilization of audio-visual instructional materials would contributes to quality learning by 13% improvement.

The R² = 0.013, beta .199, t = 1.232, and significance 0.000 suggested that utilization of audio-visual instructional materials was a significant predictor of quality learning in Bweyale District.

The implication is that to ………………………………………………………………………

Conclusion

FIVE:

IMPLICATIONS,

CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

5.1 Implications of findings

5.2 Conclusions

5.3 Recommendations