Njagi Joachim2026-04-232026-04-232024Njagi, J. (2024). Multimodal instructional method and learners’ environmental conservation core-competences in lower primary schools in Tharaka Nithi County, Kenya (PhD thesis, Chuka University).https://repository.chuka.ac.ke/handle/123456789/22567A Thesis Submitted to the Graduate School in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy in Early Childhood Education and Development of Chuka University Supervisors:Dr. Hanna Kangara, Dr. John Ogembo,Dr. Monica ItumaEcosystem degradation is a global challenge, worsened by unsustainable resource use and a lack of effective educational practices, especially the underestimation of how instructional methods for young learners can contribute to sustainable environmental conservation. The research gap identified was the lack of emphasis on the role of instructional methods in fostering sustainable environmental conservation among young learners. This study addressed this gap by exploring the use, frequency, influence, challenges, and effectiveness of multimodal instructional methods in teaching environmental activities and enhancing the acquisition of environmental conservation competencies among lower primary school learners in Tharaka Nithi County, Kenya. The study was anchored on engagement theory, which posits that knowledge, skills, and competencies are acquired through prolonged learning engagements using diverse pedagogical methods. The study population comprised 3323 teachers and 43900 learners totaling to 47223. Sampling for this study was conducted in two distinct phases. A representative sample of 14 schools across Tharaka Nithi County were selected, from which 322 learners and 59 teachers were randomly sampled in the survey phase. Intervention phase focused on grade three level, selecting 8 teachers and 372 learners for intervention evaluation. Data collection involved use of various tools, including questionnaires for teachers, observation schedules for monitoring teaching practices and assessments of learners' attainment of environmental conservation core-competencies through direct observation, pre-and post-tests. The pilot study was conducted in two schools in Tharaka Nithi County, involving two teachers and 37 grade three children (39 respondents in total). Quantitative data was coded and analyzed using SPSS Version 29, while qualitative data was subjected to thematic analysis using NVivo 12 Plus. Raw data was reviewed for completeness, usefulness and accuracy. Statistical tests including the Shapiro-Wilk test, MannWhitney U test, t-test and Chi-square test were employed to compute the relevant statistics. The study found that visual instructional resources were not commonly employed while auditory methods were frequently used. There were no statistically significant differences among the various instructional methods in their influence on learners' acquisition of environmental conservation core competencies. Inadequate teacher training, time constraints, technological challenges, teacher incompetence, curriculum dictates and costs emerged as significant challenges in delivering environmental activities lessons. A model guideline for multimodal learning activities was developed and utilized by teachers. The acquisition of environmental conservation core-competencies among learners was significantly improved by the application of the model guidelines. To enhance the effectiveness of environmental conservation education in lower primary schools, teachers are encouraged to integrate multimodal learning activities into their lessons. Ministry of Education may consider revising the lower primary environmental education curriculum to include structured and ageappropriate environmental conservation concepts. Policy makers may consider incorporating environmental conservation education as a key component of national education policies, with specific objectives and measurable outcomes for early childhood and primary education. County governments may collaborate with local schools to create context-specific environmental education programs that focus on the unique environmental challenges faced by the community such as deforestation, waste management, water conservation.enMultimodal instructional methodsenvironmental conservation educationcore competencieslower primary educationengagement theoryKenyaThesis