Effectiveness of Audio-Visual Instructional Methods in Improving English Comprehension Skills among Public Senior Secondary School Students  in Kakamega County

Tonny Odhiambo

doi:10.34050/els-jish.v9i2.51021

Authors

Tonny Odhiambo Presbyterian University of East Africa

DOI:

https://doi.org/10.34050/els-jish.v9i2.51021

Keywords:

Audio-Visual Instruction, English Comprehension Skills, Educational Videos, ICT Competence, Senior Secondary Schools

Abstract

Audio-visual instructional methods have become increasingly important in enhancing language learning and comprehension skills in schools. However, limited studies have examined their effectiveness in improving English comprehension skills among public senior secondary school students in Kakamega County, Kenya. This study investigated the influence of educational videos and audio recordings on learners’ listening and reading comprehension skills, while also examining the role of teacher ICT competence and availability of audio-visual resources. The study adopted a descriptive survey research design targeting English teachers and students in public senior secondary schools in Kakamega County. Data were collected using questionnaires, interviews, and observation checklists and analyzed using descriptive and inferential statistics. The findings revealed that educational videos and audio recordings positively improved learners’ English comprehension skills. Teacher ICT competence and the availability of audio-visual resources further enhanced the effectiveness of these instructional methods. The study concludes that audio-visual instructional methods significantly improve English comprehension skills among secondary school learners. The study contributes to existing knowledge by providing empirical evidence on the effectiveness of audio-visual instructional methods within the Kenyan secondary school context. It recommends increased investment in ICT infrastructure, teacher digital training, and provision of adequate audio-visual instructional resources to enhance English language instruction and learner performance.

References

Al-Obaydi, L. H., Jawad, Z. A., & Rahman, F. (2022). Class-home connection using communication technology and its impact on anxiety reduction and academic performance. Al-Adab Journal, (141), 53-66.

Amalia, Y., Rahman, F., Rahayu, N. E., Simamora, D. M., & Zulpriyadi, F. (2022). Review the Nature of learning Methods Learning Process in School. Edumaspul: Jurnal Pendidikan, 6(2), 2319-2325.

Andini, C., Youngsun, K., Sunnuraini, S., & Warouw, D. S. (2026). Developing a Chunk-Based Learning Model to Improve Korean Speaking Skills for Beginner Learners. International Journal of L2CT, 1(2), 156-172.

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), Article 50. https://doi.org/10.1186/s41239-021-00282-x⁠

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Gilakjani, A. P. (2017). A review of the literature on the integration of ICT into English language teaching. International Journal of Education and Development Using Information and Communication Technology, 13(1), 95–106.

Hobbs, R., & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. Learning, Media and Technology, 42(2), 145–160. https://doi.org/10.1080/17439884.2016.1200475⁠�

Kokila, M., & Devi, S. (2020). Impact of audio-visual aids in teaching English language. Journal of Language Teaching and Research, 11(3), 345–352. https://doi.org/10.17507/jltr.1103.04⁠�

Makokha, W. C. (2022). Teachers’ knowledge and skills in developing and utilizing audio-visual instructional resources in teaching and learning oral literature in selected public secondary schools in Kenya. European Journal of Education Studies, 9(4), 112–127. https://doi.org/10.46827/ejes.v9i4.4201⁠�

Mayer, R. E. (2021). Multimedia learning and educational technology. Cambridge University Press. https://doi.org/10.1017/9781316941355⁠�

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x⁠

Prihandoko, L. A., Al Ahmad, A. S. M., & Rahman, F. (2022). Revitalizing Hospitality, Managerial, and English for Tourism Purposes Skills: Community Partnership Program for Hotel Employees in Merauke Regency. ABDIMAS: Jurnal Pengabdian Masyarakat, 5(2), 2524-2531.

Prihandoko, L. A., Tembang, Y., Marpaung, D. N., & Rahman, F. (2019, October). English language competence for tourism sector in supporting socio-economic development in Merauke: A Survey Study. In IOP Conference Series: Earth and Environmental Science (Vol. 343, No. 1, p. 012170). IOP Publishing.

Puspita, D., Mulyawati, H., Pauziah, S., & Andini, C. (2026). Speech Act Strategies of Twelfth-Grade Students at Bunda Kandung Senior High School in Communicating Choices Between College or Work. International Journal of L2CT, 1(3), 347-355.

Rahman, F., Abbas, A., Hasyim, M., Rahman, F., Abbas, A., & Hasyim, M. (2019). Facebook group as media of learning writing in ESP context: A case study at Hasanuddin University. Asian EFL Journal Research Articles, 26(6.1), 153-167.

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770⁠�

Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88. https://doi.org/10.24059/olj.v7i1.1864⁠�

Said, M. M., Rita, F., Weda, S., & Rahman, F. (2021). English language performance development through extracurricular activities at Faculty of Teacher Training and Education Tadulako University Palu. PalArch's Journal of Archaelogy of Egypt/Egyptology.

Sailuddin, S. P., Rafli, Z., & Hakim, M. K. (2025). Audio versus multimodal input: A case study of speech perception among learners in English as a foreign language context. ELS Journal on Interdisciplinary Studies in Humanities, 8(4), 233–247. https://doi.org/10.34050/elsjish.v8i4.39211⁠�

Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance. OECD Publishing. https://doi.org/10.1787/69096873-en⁠�

Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8⁠�

Tammasse, Jumraini, & Rahman, F. (2019). Some difficulties in verbalizing English words and phrases: A case study of suspected dyslexic children. Asian EFL Journal, 26(6.1), 73-85.

Tan, S., Samad, A. A., & Ismail, L. (2022). Systematic literature review on audio-visual multimodal input in listening comprehension. Frontiers in Psychology, 13, Article 980133. https://doi.org/10.3389/fpsyg.2022.980133⁠�

Tondeur, J., Howard, S. K., & Yang, J. (2021). One-size does not fit all: Towards an adaptive model to develop preservice teachers’ digital competencies. Computers in Human Behavior, 116, Article 106659. https://doi.org/10.1016/j.chb.2020.106659⁠�

UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.

UNICEF. (2022). Digital learning and education technology in sub-Saharan Africa. UNICEF.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yaumi, M. T. A. H., Rahman, F., & Sahib, H. (2023). Exploring WhatsApp as Teaching and Learning Activities during Covid-19/New Normal era: A Semiotic Technology Analysis. International Journal of Current Science Research and Review, 6(12), 7627-7634.

Ko, Y., Kyeongjae, P., Jung, S., Sosrohadi, S., & Andini, C. (2025). Revisiting EPS TOPIK: Addressing linguistic and cultural challenges for migrant workers in South Korea. International Journal of Current Science Research and Review, 8(2), 904-910.

Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75–79. https://doi.org/10.1145/986213.986216⁠