The Effectiveness of Visual Learning Aids on Reading and Writing Skills among Form One Students in Secondary Schools in Kenya

Education is an essential human right which plays a role in the development of a country’s economy. Students should be empowered to thrive and get good grades in secondary schools. There is however, concern on the quality of education offered and academic performance of students in KCSE examinations. The purpose of study was to investigate the effectiveness of Visual Learning Aids on reading and writing among form one students in secondary schools in Kenya. The objective of this study was to analyze the effectiveness of Visual Learning Aids on the reading and writing skills among form one students in Kenya. The study was guided by dual coding theory and utilized quasi experimental research design. The target population consisted of all form one students from Cheplelaibei North Secondary School which also formed the sample size of the study. The census technique was used to select all the 60 form one students. This sample was divided into two groups: 30 students formed the control group while the other half formed the experimental group. The study used observation, interviews and document analysis to collect quantitative and qualitative data from form one students. Qualitative data was analyzed thematically by reporting and interpreting the responses of the respondents. Quantitative data was analyzed by the use of both descriptive statistics and SPSS version 23. The findings from this study established that while certain visual learning aids like pictorials, charts, and posters were readily available and considered adequate in teaching English Language, shortages in other crucial resources such as real objects, textbooks, and flashcards were observed. The study also found out that despite the frequent utilization of traditional aids, such as pictorials, charts, textbooks, and posters, the less frequent use of real objects and flashcards highlighted potential limitations in diversifying teaching strategies. However, teachers and learners were found to encounter several challenges in utilizing visual learning aids, including issues related to availability, technological constraints, and catering to diverse learning styles. The study concluded that a balanced provision of visual learning aids is crucial to create a more comprehensive and effective language learning environment. Furthermore, the research findings confirmed the positive impact of using visual aids on students’ reading and writing skills, highlighting the potential benefits even with a short duration of exposure. Despite the identified challenges faced by teachers and learners in employing visual aids, the study recommended continuous training for teachers to effectively integrate these aids into their teaching practices. Moreover, educators should adopt a balanced approach, combining various visual aids and other instructional methods to enhance both visual literacy and traditional reading and writing skills among students.