Determinants of pre-primary school teachers’ use of music as a medium of instruction in kitale municipality, Trans-nzoia county, Kenya
Nyangeri, Enoch Juma
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Music is one of the very important core areas in the pre-primary school curriculum in Kenya, which contributes to the development of children‟s self –esteem, competence, self - expression in reading and thinking skills among others. The purpose of this study was to establish the use of music as a medium of instruction by pre-primary school teachers and how it relates to the factors that may be influencing the use of music as a medium of instruction. The factors which were investigated included teacher training, teaching experience, academic qualifications and attitude towards music. This study was guided by the Social Cognitive Theory by Bandura (1977). The study employed the “ex-post- facto” research design. The dependent variable was the use of music as a medium of instruction. The independent variables were: Teacher training, teaching experience, academic qualifications and attitudes towards music. The study was done in Kitale Municipality, Trans Nzoia County. Random sampling technique was used to select the sample for the study. The sample size was all pre-primary school teachers in all the 28 pre-primary schools in Kitale Municipality. The researcher used a questionnaire which was administered to pre-primary school teachers and observation schedule. Pilot study was done in two private pre-primary schools. A test -retest was used to test the reliability of the instruments. The validity of the instruments was tested using content validity. Hypotheses H01-H04 were tested using Pearson‟s Product Moment Correlation coefficient (PPMC) also referred to as Pearson‟s „r‟ at Alpha value 0.05. Pearson‟s „r‟ was used to measure relationships between dependent and independent variables. Data was prepared for analysis using the Statistical Package for Social Sciences (SPSS). Results from data analysis revealed that there was a significant relationship between pre-primary school teachers‟ teaching experience and use of music as a medium of instruction. The relationship between use of music as a medium of instruction and teachers‟ academic qualifications, teacher training, and teachers‟ attitude towards the use of music were not significant at 0.05. To improve the use of music as a medium of instruction in pre-primary schools, pre-primary school teachers should be trained on how to use music as a medium of instruction and there should be adequate learning resources in schools and teacher training colleges.