Teachers’ commonly held cognition on use of instructional Media in English Language Pedagogy in Secondary Schools In Kenya

Abstract

This paper examined teachers’ commonly held cognitions on use of instructional media in English language pedagogy among secondary school teachers of English in Kenya. It focuses on teacher beliefs, knowledge and thoughts on instructional media and how they interact with classroom pedagogical practices. Fifteen schools were stratified as National, Extra County, County and Sub-county to obtain 45 participants comprising fifteen (15) heads of department sampled purposively and thirty (30) teachers of English who were randomly selected. Data was generated using interviews, lesson observation and document analysis. The study was guided by Vygotsky social learning theory. Qualitative approach and Multiple Case study method were utilized. Data was analyzed qualitatively based on the themes and sub- themes arising from interview transcripts and observation notes. The findings of the study revealed that teachers have cognitions about the use of instructional media and these cognitions in turn shape classroom pedagogical practices. Preparation of instructional media was said to be time consuming and their utilization in language lessons was minimal