Relationship between teachers' training and stimulation of science process skills in Pre-Primary Schools in Roret Division, Kenya
Kirui, Dickson Kipronoh
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This study established the relationship between teachers training and stimulation of process skills in science instruction in pre-primary schools centers in Roret Division Bureti Sub County Kenya. One of the objectives for teaching science is to enable children use their knowledge and skills acquired to solve problems in every day. Achievement of this objective depends on stimulation and techniques used by teachers during science instruction. However, what have not been addressed are the circumstances of the teachers more specifically in relation to process skills stimulation. The purpose of this study was to investigate the relationship between teachers training and stimulation of science process skills in pre-primary school centers in Roret Division, Buret sub-county, Kenya. The research findings of this study will be useful in evaluating pre- primary school teachers training programs and how it influence teachers' ability to stimulate process skills during teaching. Quantitative data for this study was obtained through classroom observation schedule and by means of science process skills questionnaires. The target population included 86 pre-primary schoolteachers in 41 registered public and private pre-primary school centers in Roret Division. Multistage Sampling techniques were used to select study sample. Inferential statistics was the main data analysis technique that were presented in forms of percentages, frequencies, tables, and graphs respectively and subjected to Statistical Package for Social Science (SPSS) analysis. Ethical and logistical issues pertaining to research, voluntary participation, and consent seeking was observed during the entire process of writing this report. The level of significance of acceptance or rejection of the hypotheses was set at 0.0500 level. Data generated from this study were carefully analyzed and on basis of their interpretations, it was concluded that there was no significant relationship between pre-primary schools teachers training and the extent to which they stimulate process skills of observation, classification, measurement, communication, and prediction. A significant relationship exist between teachers level of training and the extent they stimulate inferring skills among pre-primary school children .This findings has implications for policy formulation, teacher training and teaching science education in preprimary schools centers in Kenya. It was recommended that more attention be given to increasing the level of stimulation of science process skills of pre-primary school teachers' through teacher preparation programs and in-service professional development that incorporate science process skills. Quantitative research should be conducted to verify the second findings of this study.