RP-Department of Early Childhood Studies

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Browsing RP-Department of Early Childhood Studies by Author "Begi, Nyakwara"

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    A Comparative Analysis of Early Language Competencies between Boys and Girls in Pre-Primary Schools in Busia County, Kenya
    (European Journal of Special Education Research, 2024) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
    This study aimed to find out the difference in early language competencies between boys and girls in pre-primary schools. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire, and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analyzing qualitative data, thematic analysis was used, while quantitative data was analyzed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that female pupils were better in early language competencies, with a mean score of 2.35, as compared to boys, who had a mean score of 2.28 with a mean difference of 0.07. This outcome implies that the mean performance for female children was a bit higher than that of boys. The average language competency of both boys and girls was 2.32. The results were not significant at 0.05 level of significance and, therefore, were rejected, meaning that there was no significant difference in early language competency between boys and girls. Therefore, these results imply that gender did not influence children's early language competencies. The differences in language acquisition competencies between boys (M = 2.30; SD = .843) and children in private school (M = 2.34; SD = 1.060); t (252) = -.639, p = .523, two-tailed) was considered not significant, indicating no significant difference in children’s early language competencies between boys and girls. The study concluded that female learners acquired higher early language competencies than male learners. Female learners had an advantage over males in the acquisition of early language competencies. The study recommended that Public school administrators and managers should encourage parents to offer voluntary services that enhance the acquisition of language competencies, encourage parents to make frequent calls to the school to inquire about their children's acquisition of language skills and attend organized language functions. The Ministry of Education needs to begin programs in schools where parents are encouraged to be actively involved in the acquisition of their children's language competencies
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    Age and Gender as Determinants of School Dropout among Grade 3 Pupils in Korogocho Slums, Ruaraka Sub-County, Kenya
    (The Rwandan Journal of Education, 2024) Macharia, Grace Wathanu; Mugo, Juliet W.; Begi, Nyakwara
    The purpose of the study was to establish age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Nairobi, Kenya. The study aimed to establish age and gender as determinants of school dropout and intervention measures. A descriptive research design was used. The target population was 1560. Purposive sampling was utilized to sample 9 teachers, 30 parents, 9 headteachers, and 120 pupils. Data was collected using questionnaires, interview schedules, and focus group discussions (FGD). The data was analyzed using descriptive and inferential statistics. Chi-square (X2 ) was used to analyze inferential statistics, where the correlation coefficient significance was 0.05 presented in tables. Based on the study findings, gender greatly influenced school dropout. The study concluded that boys frequently dropped out of school. The study recommended that parents be sensitized on the importance of early childhood education so that they can be involved in their children's education
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    Correlation between Class Size and Pupils’ Acquisition of Early Mathematics Competencies: A Case of Kericho County, Kenya
    (International Knowledge Sharing Platform, 2020) Rono, Joseph Kipkorir; Begi, Nyakwara; Mwoma, Teresa
    Mathematics is one of the core subjects in the Basic Education Curriculum in Kenya. It means that all pupils are required to have a strong grounding in the subject which depends on the level of their early mathematics competencies. The purpose of the study was therefore to establish the level of pupils’ acquisition of early mathematics competencies. The study was also to determine how class size was related to pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vygotsky. The study adopted a correlation research design and a mixed research method approach. The dependent variable was pupils’ acquisition of early mathematics competencies while the independent variable was class size. The results from data analysis revealed that majority of the pupils had acquired early mathematics competencies and there was a difference in pupils’ acquisition of early mathematics competencies between grade three pupils in public and those in private primary schools. The relationship between class size and pupils’ acquisition of early mathematics competencies was significant at p<0.05 level of significance.
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    Influence of Demographic Factors and Type Of School on Parents Satisfaction with the Quality of Pre-Primary Education in Dar Es Salaam, Tanzania
    (Open Access Publishing Group, 2020) Libent-Mabagala, Daphina; Begi, Nyakwara
    This study attempted to examine the differences of selected demographic factors (gender, education) and type school on the parents’ satisfaction with the quality of pre-primary education. The study was premised on the ecological systems theory. A descriptive survey research design using a sample of 772 parents with children aged 5 to 6 years in pre-primary schools was used to execute the study. Data was collected using a four point Likert scale questionnaire. Findings revealed that parents were more satisfied with process quality than structural quality of pre-primary education. Results also indicated that parents who were females, more educated and had children in private pre-primary schools were more satisfied with the quality of pre-primary education. The study, therefore, recommends that, the Ministry of Education and school managers should take appropriate measures to improve pre-primary education and allocate resources to meet parents’ demands. Moreover, school heads and managers should strengthen parentteacher partnerships.
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    Relationship between School Learning Environment and Pupils’ Performance in Mathematics in Nairobi County, Kenya
    (European Journal of Education Studies, 2018) Ngusa, Judy; Begi, Nyakwara; Ndani, Mary
    Mathematics for young children lays a foundation of basic concepts and skills on which future learning is built. However, despite the role it plays in an individual and society, in Kenya it has continued to be poorly performed by students in national examinations. The purpose of the study was to explore the relationship between school learning environment and pupils’ performance in mathematics. Ecological model by Urie Bronfenbrenner was used to guide the study. The study used descriptive research design. Dependent variable was pupils’ performance in mathematics; while independent variable was school learning environment. The target population was standard three pupils and teachers in Dandora Zone, in Nairobi County. Purposive and stratified random sampling techniques were employed to select the sample of the study. Questionnaire, achievement proforma and observation schedules were used to collect data. Quantitative and Qualitative methods were used to analyse data and results presented using tables and text
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    Strategies Used in Teaching Mathematics: An Implication of Grade Three Pupils’ Acquisition of Early Mathematics Competencies
    (Open Access Publishing Group, 2020) Rono, Joseph Kipkorir; Mwoma, Teresa; Begi, Nyakwara
    Mathematics has been recognized globally as one of the important subjects as it is applicable in our everyday activities. It has been argued that mathematics is very important in life as it can be personally satisfying and empowering. Accordingly, it has been noted that the basics of life today are majorly mathematical and technological, hence when learners acquire the competency and adequacy, they significantly enhance their opportunities and options for shaping their future. It is therefore prudent that children attain mathematics competencies in their early years of education. Studies have shown that acquisition and retention of mathematics concepts and skills among children is low at various levels of their competencies. This necessitated a study which was conducted in Kipkelion sub-county in Kericho County with a target population of 4,140 spread in 81 public and 23 private primary schools. The purpose of the study was to find out the relationship between teachers’ use of teaching strategies to enhance teaching of mathematics and grade three pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vgyotsky. The study adopted a correlation research design and mixed research method approach. Stratified random and simple random sampling techniques were used to select the sample for the study. Data was collected using questionnaires, observation schedules and pupils’ mathematics competency checklists. The data was analyzed quantitatively and qualitatively using tables and texts. Results revealed that there was a significant relationship between use of teaching strategies and pupils’ acquisition of early mathematics competencies.
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    The Relationship between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya
    (European Journal of Special Education Research, 0202) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
    This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities in pre-primary schools in Busia County, Kenya. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analysing qualitative data, thematic analysis was used, while quantitative data was analysed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that average language competencies had a mean score of 2.32 (M=2.32) to average parental engagement, which had a mean score of 2.20 (M=2.20) with a mean difference of 0.12 (M=0.12). The mean difference is 0.12, which indicates that parental engagement had a very small influence on the acquisition of early language competencies. The correlation coefficient between parental engagement with (M=2.20; SD=.874) and language competencies with (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated that the relationship between parental engagement and language competencies was positive and had high significance. Averagely, the mean score for parental engagement in private schools was 3.49 (M=3.49), and the mean score for public schools was 1.91(M=1.91) with a mean difference of 1.58 (M-1.58). It was concluded that the majority of parents did not participate in their children's early language acquisition activities. However, parents of children from private schools participated more in their children's language acquisition than parents of children from public schools. This research recommended that public school parents encourage each other to be actively involved in their children’s language activities at home. Parents from public schools should inspire each other to collaboratively work together to support the provision of language teaching and learning resources. Public school administrators and managers should organize workshops for parents to educate them on how they can guide their children on where, when and how to do language activities, how to access educative language resources from the internet, and how to find developmentally appropriate language programs on television.