Abstract:
This study aimed at investigating the practices and challenges of instructional media utilization in
secondary schools of Haramaya woreda in east Hararghe zone of Oromia regional state.
Explanatory sequential design belonging to the pragmatist paradigm was adopted. Four secondary
schools were selected using simple random sampling technique. From those schools, a total of 138
teachers were selected by using stratified random sampling techniques, whereas 8 principals and 4
supervisors were selected by using purposive sampling technique. Data were collected through self administered questionnaire and semi-structured interview guides and analyzed by using descriptive
(mean and standard deviation) and inferential (regression) statistics, whereas qualitative data were
analyzed through thematic approach and narration. The analysis quantitative data revealed that
utilization of instructional media, teachers‟ commitment, interest and their perception towards the
utilization of instructional media were found low. Furthermore, the study indicated that
instructional media such as printed, projected and non-projected , electronic and other instructional
media, such as charts, pictures, models, local teaching media, real objects, flip charts, globs, maps
were used to a low extent with mean values of usage such as textbooks (M = 4.18 and S.D=
0.766),Teachers‟ guides (M= 3.58 and S.D= 3.58), teachers utilized the handouts M= (3.14,S.D
M=and 3.14), worksheets & references (M= 2.78 and =2.78), power points/slides and , and other
guides (such as magazines, pamphlets, newspapers, Flash cards, and bullets) (M=2.05 and S.D
=2.05 and M=1.93 S.D=1.93). From this, it is evident that textbooks, teachers‟ guides, and handouts
were the most frequently used instructional media. Besides, the study disclosed that teachers lacked
knowledge and skill of creating and re-innovating of instructional media. The qualitative results also
confirmed that utilization and practice of instructional media were founded low. The major
challenges affecting the practice of utilization of instructional by teachers include lack of:
awareness, skills, training, time, instructional resources, motivation, and support from school
leaders. The implication is that failure to properly use instructional media in the classroom
adversely affects the quality of teaching – learning process, and hence influences students‟ academic
achievement. Thus, it is recommended that teachers, as well as principals‟, motivation, commitment,
knowledge and skills of IM preparation and utilization should be improved through continuous
trainings and discussions; the schools should fulfill the required IM, and planning for and carrying
out relevant experience sharing among schools
