Analysis of Teacher's Perception on Instruction Practices in Public and Private Primary Schools in Kaptagat Division of Eldoret East Sub County, Kenya

Abstract

The purpose of this study was to establish the difference in teachers' perception on instruction practices in schools in public and private primary schools in Kaptagat division. This study adopted a descriptive survey research design. The instruments used in the study were questionnaires, and interviews. The questionnaires were administered to 160 teachers (31 private and 129 public).  Simple random sampling and purposive sampling were used to select the sample. The data collected analyzed using descriptive and inferential statistical techniques. Descriptive statistics such as frequencies and percentages were used. Inferential statistics used a t-test. The teachers from private school (n=27, m=4.13) had a higher score of perception on instruction practices compared to public schools (n=124, m=3.70).  There was a statistically significant difference p<.05 in instruction practices between private and public primary schools' teachers [t(149) = -3.38, p=.00].From the study there was no significant difference on the use of learner-centered methods of teaching by teachers, continued practice of teacher-centered methods of teaching, pupils in the school working in groups and teachers' heavy reliance on textbooks during instruction which negatively influence KCPE performance. There was significant difference on good mastery of instructional language by pupils in the school, English being used as a medium of instruction, individualized instruction given to pupils, active involvement of pupils in practical lessons and pupils being given homework on daily basis. The findings showed that instructional practices adopted in private schools were more efficient and effective in teaching and learning compared to those in public schools. The teachers used teacher-centered methods of teaching especially in public schools mostly due to high pupil population. Thus the government should employ more teachers to reduce teacher-pupil ratio and hence pupil- centered methods of instruction such as discussion, dramatization, demonstration, group work and individualized instruction should be used to enhance performances.