Abstract

This study sought to establish how classroom facilities influence pupils’ acquisition of skills in English language in public primary schools in Nairobi, Kenya. The classroom facilities under investigation were a legible black/white board, chalk/maker and duster, pupils’ desk and chair, teachers’ table and chair, pupil digital device, teacher digital device and radio. The study used Mixed Methods Research design and descriptive analysis. Qualitative and quantitative data was elicited using questionnaires (headteachers, teachers of English and grade 6 pupils), structured interviews, observation checklist form and an English Assessment Test. A sampled population of 41 headteachers, 260 teachers of English and 316 grade 6 pupils participated in the study. Qualitative data was analysed thematically while quantitative data was presented using tables, frequencies and percentages. Pearson Product Moment Correlation Coefficient analysis was used to test the null hypothesis and show correlations between utilization of classroom facilities pupils’ acquisition of skills in English language. Means and standard deviations were used to show relationships between independent and dependent variables. The findings established utilization of classroom facilities influence the acquisition of receptive, productive and digital skills in English language with strong and very strong relationships in listening, speaking, reading, writing and digital skills ultimately rejecting the null (r = .737**, n = 260, p = .001) at 0.01 significance level.

This work is licensed under a Creative Commons Attribution 4.0 License.