Improvisation of Physical Education Instructional Materials in Nairobi and Nyeri preschools, Kenya.

Abstract

Improvisation of instructional resources as a strategy for overcoming the challenge of inadequate Physical Education facilities and equipment cannot be over-emphasized. Indeed, improvisation is one of the key highlights in the learning outcomes for learners in the Competency Based Curriculum as it helps in the acquisition of the problem-solving competency. Physical Education is practical in nature and requires instructional materials to make its teaching and learning more concrete. However, concerns have been raised over the inadequate use of the improvisation strategy in the teaching and learning of physical Education in the Kenyan education system.

The aim of this study was to examine whether teachers improvised play materials to provide learners with opportunities to learn movement skills. A descriptive survey research design was employed and respondents were 60 headteachers and 99 teachers from 99 sampled preschools. Questionnaires, interviews, and observation schedules were used as research instruments. Qualitative and quantitative methods of data analysis were used. The results showed that 83(83.84%) teachers improvised play materials while 16 (16.16%) teachers did not. However, results from the headteachers showed a disparity as only 33 (55%) indicated that teachers improvised play materials. Observation schedule results showed there were inadequacies of play materials in some preschools.

The results of the study revealed that not all preschools embraced the improvisation strategy. Thus, Physical education teachers should be encouraged to improvise play materials when commercial materials are not adequate. Teacher trainees should also be trained on the use of improvisation as a teaching and learning strategy.