RP-Department of Early Childhood Studies

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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
A Reflection on Challenges Faced by Deaf Trainees in Effective Social Interaction in St. Angela Mumias Vocational School, Kakamega, Kenya
(Randwick International of Social Sciences (RISS) Journal, 2022-04) Nzioka, Brenda Mumbua; Ong'ang'a, Hudson Ouko; Isanda, Becky
The purpose of the study was to establish the challenges deaf trainees face in their social interactions. The study focused on St. Angela Mumias Vocational School for the Deaf, Kakamega County. The study was anchored on the Theory of Mind by David Premack (1978). A case study design was adopted. The study target was 103, including 95 deaf trainees, one principal, and 7 trainers. Purposive sampling technique was employed to select 3 trainers and the principal, while simple random sampling was used to select 39 deaf trainees. This study adopted a mixedmethods data collection approach. Questionnaires comprising both open-ended and close-ended questions were used to collect data from the principal and deaf trainees. In contrast, semistructured interview schedules were used to collect primary data from trainers. Quantitative data was coded and analyzed using Statistical Package for Social Sciences (SPSS version 21). Descriptive data was represented in the form of mean, median, mode, correlation, frequency distribution tables, graphs, pie charts, and percentages. Qualitative data were coded systematically by hand, analyzed thematically and presented in narrative form. The findings revealed that only 27.8 % of deaf trainees interacted with the hearing trainees and they also do not share their problems and secrets. Based on the results, the study recommends that the government, through the Ministry of Education, decentralize sign language training to the villages and community settings to assist in enhancing communication between the Deaf and the hearing.
Academic Staff Attitude towards Open Access Outlets in Disseminating Research Findings in Selected Universities in Kenya
(International Researchers, 2017) Mutwiri, Caroline; Karia, Mathew; Murungi, Catherine Gakii
This study sought to establish the attitude of academic staff towards Open Access (OA) outlets. A descriptive research design was chosen for the study to describe the attitude of academics with regard to the outlets. The study was carried out in selected chartered private and public universities in Kenya.A total of 15,000 academic staff formed the study population from which a sample of 381 was drawn using stratified random sampling technique to select respondents from various universities. A questionnaire was designed for academic staff containing both open and closed ended questions. The study established a negative attitude of academic staff towards OA outlets. They were of the view that works published in conventional print journals were more recognized than those published in OA outlets and that OA outlets quality was lower than that of renowned print journals. Academics were also skeptical over the rigorous of review mechanisms for OA outlets. Therefore, their conservative preference for traditional outlets over newer publishing avenues was evident from their responses. The study recommend campaigns to enlighten the academic staff to recognize legitimacy and quality standard of OA outlets.
Adequacy of School Infrastructure and Quality of Early Childhood Education – The Case of Nakuru County, Kenya
(European Journal of Education Studies, 0201) Kariuki, Kiyo Isaac
Early childhood development and education forms a strong foundation for children as they get ready to go through formal education. Many early childhood education centres in Kenya face challenges in regard to necessities that enhance quality education. The study sought to establish the situation that could have led to lack of quality education in ECDE centres in Naivasha. The purpose of the study was to determine the adequacy of infrastructure associated with quality Early Childhood Education in Naivasha central zone, Nakuru County. The study employed the descriptive survey design. The target population of this study was all the 40 public pre-primary schools in Naivasha central zone, the 40 head teachers/managers and all the 120 ECDE teachers. A sample of (20) 50% of the centres were selected using purposive and simple random sampling methods. The research tools used to elicit data were two questionnaires administered to head teachers and ECDE teachers. Observation schedule was used to elicit information on the adequacy of infrastructure and their conditions. Before the main study, a pilot study was carried out in two ECDE centres in order to test the validity and reliability of the instruments that were to be used. The data obtained was analyzed using frequencies and percentages and presented using tables. The researcher found out that financial challenges inhibited the acquisition of materials, equipment and development of standard and adequate facilities. This was accounted for by the fact that free primary education funding does not incorporate ECDE funding. Most parents with children in the ECDE Centers felt that free primary education funds should also cater for ECDE and were therefore reluctant to pay fees. The study, therefore, recommended that the National government through Ministry of Education should allocate or develop a kitty to support early childhood education centres in developing and maintain reliable infrastructural systems.
Administration and Scoring of Measurement tools for the Three and Four-year Old’s and Women before the RCT Baseline Survey in Tharaka Nithi County, Kenya
(Kenyatta University, 2020) Oteyo, Samson; Gachara, Esther; Mvungu, Eunice; Henningham, Helen; Onywere, Simon; Niavasha, Dorothy; Waudo, Judith; Onditi, James; Mwoma,Teresa; Ong'ang'a, Hudson Ouko ; Mwangi, Margret
The Randomized Controlled Trial (RCT) child-based curriculum intervention was identified as a critical Women's Economic Empowerment (WEE) strategy because women engage in unpaid childcare, which affects their livelihood in rural Kenya. To examine the impact of enrolling 3- year-olds in PP1 class under the child-based curriculum and learning environment on both children’s developmental milestones and women's economic empowerment, there was a need to adapt existing standardised tools to the local Tharaka Nithi context to assess the participant’s at baseline, midline, and endline. The tools which were used in measuring the baseline status of the participants included Daberon-2, Early Childhood Development Index (ECDI-2030), and Preschool Self-Regulation Assessment (PSRA). The household survey was used to assess women's economic status. All the measurement tools used on children were translated into four major dialects spoken in Tharaka Nithi County (TNC), and some pictures of animals, objects, and foods were replaced with local ones. Appropriate and inappropriate responses were identified and revised, informing the administration and scoring of the instruments. To ensure consistency in administration and scoring, fifteen (15) assessors proficient in the dialects spoken within the county were recruited and trained through classroom roleplay, demonstrations, supervised field practice, and interrater supervision. Assessors were provided with administration and scoring guides to boost their proficiency. Using pilot data of 42 children aged between 3 to 4 years, the internal and test-retest reliability of the measurement tools used with the children met the threshold of 0.7. A pool of researchers constructed the household survey for WEE. Fifteen assessors with proficiency in the dialects within the TNC were recruited and trained on administration and scoring using didactical learning, demonstrations by the trainers, and role plays to ensure that the assessment was carried out in a standardised way. Assessors were taken through class training and field practice. The cultural adaptation and training of assessors were expected to boost the objectivity of the assessment because the findings were important in informing whether curriculum-based childcare intervention has an effect on women's economic empowerment and eventually inform policy decisions regarding the curriculum for the three-year-olds
African Early Childhood Development Curriculum and Pedagogy for Turkana nomadic pastoralist communities of Kenya.
(Wiley Online Library, 2014) Ng’asike, J. T.
Western conceptions of child development and the models of early education they engender predominantly shape services for young children in the first eight years of life all over Africa. This chapter brings a reconceptualist perspective to the critique of Kenya’s continuing failure to ground early childhood programs and services in local cultural conceptions, developmental values, childrearing practices, and the practical day-to-day realities of children’s learning through participation and apprenticeship in the contexts of family routines, community experiences, and economic survival activities. The chapter draws on work I have conducted in nomadic pastoralist communities in Kenya. That research reveals the disconcerting reality that (a) early childhood education programs privilege Western pedagogical practices over equally effective and locally more relevant ones, and (b) local communities are increasingly resentful of an educational system that alienates their children from their cultural roots in the name of modernization. Asserting the educational value of indigenous knowledge, I present a framework for integrating that knowledge and the naturalistic learning processes in local contexts into instructional programs in formal ECE settings. © 2014 Wiley Periodicals, Inc.
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
An Assessment of Play as a Strategy on Preschoolers’ Classroom Participation in Public Pre-Primary Schools in Bunyala- Busia County, Kenya
(The International Journal of Humanities & Social Studies, 2021-04) Zachary, Okello A.; Josephine, Kirimi; Ong'ang'a, Hudson Ouko
Learner’s classroom participation can be gauged by; confidence levels turn taking, numeracy skills, manipulative competencies and task completion. However, over time, adequate inculcation of play as a strategy in early childhood classrooms is yet to be achieved. This underscored the need of this study. The study assessed play as a strategy on preschoolers’ classroom participation in public pre-primary institutions of Bunyala sub-county, Busia County, Kenya. The guide objectives of this study were: to establish the types of play used as a strategy on pre-schoolers’ classroom participation and to investigate the types of play materials used by pre-schoolers’ in public pre-primary schools in the said study location. Methodology adopted was descriptive survey research design. Social-Cultural Development Theory (Vvygotsky, 1978) guided the study. Research targeted a population of 27 public pre-primary centres in Bunyala Subcounty. Of this population, 2 were used in piloting while in 25 actual study was conducted. The parameters of analysis were 25 heads of public pre-primary centres, 50 teachers of public pre-primary centres and 100 pre-schoolers. The sampling techniques adopted were purposive and simple random. Data was collected using questionnaire and observation guide. Reliability and validity of the instruments were addressed through piloting and test retest. Descriptive statistics for measures of central tendencies were applied. For qualitative data, content analysis was adopted. Regarding types of play, the study found out that all the pre-unit teachers were engaging their learners in various forms of play with physical type being the most common (91%) though with a myriad of challenges. The study also found out that there were various play materials available for the pre-school learners mostly the local ones though with acuteshortage especially the commercial ones. It was concluded that pre-unit learners in Bunyala Sub-county were not adequately exposed to all forms of play besides inadequacy of play materials. The study recommended that play materials should be availed and pre-unit learners get exposed to them.
Attribution of Parental Alcohol Abuse as a Predictor of Enrolment and Transition Trends among Pre-Primary Schools in Kiambaa, Kiambu County Kenya
(International Journal of Multidisciplinary Research and Growth Evaluation, 2023-10) Wanjiru, Lucy Njeri; Ong'ang'a, Hudson Ouko
Drug abuse is a contemporary issue globally. It affects youth and adults in equal measure. Young families and young parents for that matter are the most vulnerable cadre. Communities in the central parts of Kenya are experiencing the greatest effects of alcohol and substance abuse as manifested in their socio-economic engagement and school involvement. This means early grade enrolment could be the most causality in the long run. The purpose this study was to investigate the extent to which alcoholism and substance abuse among parents predicts the enrolment trends among pre-primary school centres. The study target population was all the 220 public and private preprimary schools in Kiambaa sub-county. The study adopted ex post facto research design as the researchers could not envisage manipulation of the study variables. The study was anchored on the ecological systems theory by Urie Bronfenbrenner (1979). Two data instruments were employed to generate data namely questionnaire and a documentary analysis form. Pilot study was conducted in two schools which were not to be included in the actual study. Content validity used. Test-retest was used to test reliability where a coefficient of P≤0.07 was acceptable. Descriptive data analysis techniques were used to analyze and present the findings. The study established that 38(76%) of the respondents agreed that alcoholism and substance abuse had a significant negative effect on parental involvement. They also agreed that enrolment of pupils to pre-primary schools low. The study recommended to teachers to take a major role of sensitizing parents on the importance of early years education. Further, policy makers should look for ways of dealing with drugs and substance abuse among rural folks to reduce the declining enrolment trends in pre-primary schools.
Availability of Physical Infrastructure in Implementation of the Competence-Based Curriculum in Public Primary Schools in Kericho County
(East African Nature & Science Organization, 2021) Ngeno, Beatrice; Mweru, Maureen; Mwoma, Teresa
A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaces the 8-4-4 system of education and it aims to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum changes take place in education, teachers as instructors and implementers should be supported to be competent in their work. The educators have a responsibility to ensure that today’s learning content meets tomorrow’s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers’ preparedness for the Competence-Based Curriculum. The objective of the study was to find out whether there is a relationship between the availability of physical infrastructure and the implementation of the competency-based curriculum. Dewey’s Social Constructivism theory guided the study. A descriptive survey design and correlation research design was used in this study. The target population of the study included 24 County Support Officers (CSOs’), 524 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data was analysed using themes and sub-themes. The findings established that physical infrastructure had a moderate positive influence on CBC implementation with a correlation of 0.336 and a calculated value of 0.029 for the headteachers and 0.285 with a calculated value of 0.03 for Grade 1 teachers. Shortage of physical infrastructures like nutrition rooms and music rooms had a mean of 2.18 and 1.88 for headteachers. Grade 1 teachers’ response was 1.39 and 1.35 for nutrition and music laboratories respectively. The findings of the headteachers on teacher preparation had a moderate positive influence on CBC with a correlation of 0.494 with a calculated value of 0.00. The teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. The study recommended that the government should increase funds to enable schools to construct laboratories. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.
Availability of Sanitation Facilities and Its Contribution to Academic Performance of Children in Pre-Primary Schools in Mathare Sub-County in Nairobi City County, Kenya
(European Journal of Education Studies, 0202) Mwangi, Nancy Njeri H; Ndani, Mary
The purpose of this study was to establish the contribution of the availability of sanitation facilities to the academic performance of children in pre-primary schools in Mathare Sub County. The study was built on the theory of Bronfenbrenner's ecological systems theory. A descriptive research design was used to achieve the research objectives. The target population was 68 Early Childhood Development Education centers distributed within Mathare Sub-County. Stratified sampling was used to select 136 teachers to participate in the study. A pilot study was undertaken to establish the reliability and validity of the research instruments. Data was collected using a semi-structured questionnaire. Data were analyzed using Statistical Package for Social Sciences (SPSS) to generate both descriptive and inferential statistics. The study employed an independent sample t-test as well as a chi-square analysis. Data were presented in tables and charts and interpretations were made based on research objectives. Findings revealed that all schools under the study had functional hand-washing facilities. Most APBET schools had one hand washing facility with no soap most of the time. Very few have at least two hand washing facilities with no soap most of the time. All public schools had hand washing and anal cleansing materials. All public schools had hand washing and anal cleansing materials. However, the anal cleansing materials in public schools purposely served the teachers and staff alone. Findings revealed that the majority of schools did not have quality sanitation since an average of only 9 schools could meet the quality standards of sanitation in Mathare slums. Sanitation facilities in pre-primary schools were not fully utilizable as toilets were in pathetic conditions in more than 50% of the schools engaged in the study. the study concluded that there are big deficits in sanitation facilities and materials in the sampled schools of Mathare slums because all schools demonstrated that one toilet could be shared by over one hundred pupils at any given time during school hours. The study recommended that the Ministry of Education should conduct regular monitoring and evaluation of school sanitation and hygiene standards as part of its regulatory roles
Availability of Teaching and Learning Materials on Creative Play Activities among Public Pre-Primary School Children in Bureti Sub-County, Kenya.
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2021) Mitei, Evelyn Chepngeno; Mwoma, Teresa
Creative activities play a critical role in improving intellectual, emotional, and social skills among children. This study aimed to explore the availability of teaching and learning materials on creative play activities among public preprimary school children in Bureti Sub-County, Kenya. The research adopted a descriptive survey design and was guided by Sarah Smilansky’s theory which emphasises the child-centred approach in teaching creativity. Sarah Smilansky’s theory lays emphasis on allowing young children to control their way of learning by stressing self-expression. The population targeted was 135 public pre-primary schools in Bureti Sub-County. Ten per cent (10%) of the target population representing 14 public pre-primary schools was utilised during the pilot study. The sample size for the study was 236 participants. This comprised 92 head teachers and 144 preschool teachers from 121 pre-primary schools in Bureti SubCounty. Questionnaires and observation schedules were utilised to gather data. The statistical package for social sciences (SPSS) version 23 was utilised to organise data for analysis. Quantitative data were analysed using descriptive statistics. The data was presented in the form of percentage tables. The results revealed that (73.9%) of the respondents indicated that there was insufficient learning and teaching materials listing out that the most available materials are manila papers, clay, paints, tires, pencils, and maise corps. The study recommended that learning and teaching resources should be made available by the County Government for learners to use while embracing creative play activities. There is also a need for adequate time to be allocated to play to enhance creative play activities in school.
Braille Literacy Levels among Learners with Visual Impairment in Special Schools in Kenya
(Open Access Publishing Group, 2021) Wanjai, Serah; Murugami, Margaret; Bunyasi, Beatrice
Effective education ensures that students are able to fully participate and benefit from it, regardless of whether they have impairments or not. Good vision is important for students at all stages of learning as it helps them reach their academic potential. It is paramount that students with visual impairment are proficient in Braille so that they are not disadvantaged academically since Braille remains their main medium of communication. Previous studies have ventured into academic performance of learners with visual impairment, however, nothing much is known about their Braille proficiency level. Braille reading tests were administered to forty-seven class eight and form four students in special schools for learners with visual impairments to establish their Braille literacy level. Semi structured interviews were used to solicit more information from four head teachers and a questionnaire used for sixteen teachers in the schools under study. Data was analyzed qualitatively along the common themes identified. The results established that Braille literacy level among primary school children was rather low. However, the case was quite different among high school students. There was no uniformity in the way schools arranged to teach their students Braille. Braille literacy could be improved if strategies were set to teach children with visual impairment Braille and ensure that they were proficient in it.
Caregivers’ role definition and practices in the stimulation of children’s emergent reading development in Ruiru, Kenya
(2015-02-09) Wambiri, Gladwell
Emergent reading refers to the reading related developments that occur before formal reading instruction. Although research on this concept exists in other countries, It is a relatively new concept in Kenya and for this reason has not received much attention in research. Recent studies in Kenya are consistently reporting poor reading achievements among children in primary school. These studies show that most of the reading difficulties begin from early childhood years and continue impacting on children’s reading attainment in their later school years. This implies that there is need to establish issues surrounding reading development from children’s early years. The study from which this paper draws investigated the current status of caregiver perceptions and practices with 30 to 42 months old children around print. The study found that caregivers largely lacked knowledge about children’s emergent reading development and their role in it. Caregivers’ perceptions about their role in children’s emergent reading development were largely negative. These findings implied that children are receiving little or no stimulation to enhance their early reading development. Consequently, they may start preschool with little or no interest and motivation to read. This may explain the reading difficulties that recent research has reported. Important recommendations arising from the study include the need to sensitize caregivers’ and to help them redefine their role in children’s emergent reading development are the key recommendations discussed in this paper.
Caregivers’ Roles in Enhancing Socio-Communication Skills in Children with Autism Spectrum Disorder in a Selected Non-Governmental Organization for Parents of Children with Autism Spectrum Disorder, Nairobi County, Kenya
(EJSE, 2024) Mukewa, Magdalen N.; Wairungu, George Mathenge
Caregivers (parents and guardians) of children with ASD play an integral role in early intervention for children with autism spectrum disorder (ASD) since they spend more time interacting and providing formal care for their children; they are supposed to provide early diagnosis and ongoing intervention to mitigate socio-communication challenges for their children. Some caregivers, however, lack knowledge and expertise on their roles in this resulting in miscommunication, unmet needs, and frustration. The purpose of this study was to establish caregivers’ extent of involvement in Speech and Language Pathology Services (SLP) in enhancing the socio-communication skills of children with ASD. The study was guided by Structural Functional Theory (SFT) by Comte. The study adopted a descriptive survey design with a mixed-method research approach. It targeted a population of 38 respondents comprising of thirty-six caregivers, one occupational therapist from a nongovernmental organization of parents with ASD, and one Speech and Language Pathologist (SLP) outside a nongovernmental organization. The study employed a purposive sampling technique, and the pilot study was undertaken among caregivers of children with ASD b with the same characteristics as the target population. The key research instruments were questionnaires and face-toface interviews. Quantitative data from closed-ended items were examined and coded. This was followed by analysis with the aid of SPSS version 26. The data was reported usinge descriptive statistics. Qualitative data we read repeatedly to establish patterns and then themes. It was reported narratively. Conclusions were drawn and necessary recommendations were made based on research findings. The research found that caregivers’ involvement was critical in enhancing the acquisition of socio-communication skills. The study recommends government and non-governmental organizations of parents with ASD children promote more caregiver participation by creating more awareness of SLP services, recruiting more SLPs locally, offering comprehensive training, and coaching caregivers on SLP strategies.
Caregiving and Children’s Preschool Attendance: A Case of Tharaka Nithi Preschool Randomized Controlled Trial Intervention Project
(kenyatta university, 2025) Mwoma,Teresa; Onywere,Simon; Okeyo, Fred; Naivasha,Dorothy; Waudo,Judith; Onditi, James; Ouko, Hudson Ong'ang'a; Mwangi,Margaret; Iguna,Joseph; Oteyo,Samson; Mvungu,Eunice; Gachara,Esther; Meghir, Costas; Henningham,Helen
Caregiving is a service provided for children with the primary objective of taking care of them and ensuring that they are safe and have opportunities to learn and develop positive relationships with their caregivers and peers while their parents are away. Caregiving takes the forms of home-based care, centre-based care, school-based care, family child care and family, friend, and neighbour (FFN) care. The paper utilises preliminary findings on school attendance from a randomised controlled trial on the effects of a preschool intervention on child learning and women’s economic empowerment in Tharaka Nithi County in school-based care. The research sought to test whether a preschool-based intervention in a rural setting in Kenya influences child development and women’s labour market participation in a cost-effective manner. The project examines the impact of allowing three-year-old children to attend preschool versus the regular pre-primary education programming, which allows children aged 4 years and above to attend preschool. Implementation of the intervention started in January 2024 in 60 intervention schools where five three-year-old children were admitted to a playgroup (PG) in the pre-primary one (PP1) class. Twelve mentors and sixty caregivers were recruited and trained alongside sixty PP1 teachers from the sampled preschools to implement an adapted PP1 curriculum. The twelve mentors coached teachers weekly on the implementation of the curriculum in the five schools assigned to them. This paper presents preliminary findings on preschool attendance for the PG and PP1 children based on weekly attendance data from term one and term two of the 2024 school calendar year on the day the mentors visited the school. Findings reveal that school attendance was low during school openings, midterm breaks, and the last weeks before the schools closed. Public holidays, as well as extracurricular activities coupled with children being sent home for school levies, also contributed to children not attending school regularly. The findings further show that the attendance rate in term one was slightly higher than in term two
Challenges faced by teacher students of Kenyatta University in accessing further education through e-Learning
(Global Education, Science, Technology and Public Policy Initiatives for Sustainable Development in Africa, 2011) Kimani, Elishiba; Ndani, Mary N.
One of the innovations that Kenyatta University (KU) adopted is the Open, Distant and e- Learning (ODeL) which involves students learning at a distance, using printed modules and interacting with lecturers through e-Learning. While this mode of learning has its advantages especially cost effectiveness and reaching many students, it has had challenges which have hindered its effectiveness and therefore the realization of its intended objectives. The main objective of the study was to identify the challenges faced by teacher-students enrolled for Bachelor of Education Degree in KU-ODeL, with a view of coming up with strategies to improve on the programme performance. The study sample comprised of 50% of the in-service teachers-students in KU-ODeL. Other respondents were the lecturers of the units offered through e-Learning. Statistical Package for Social Scientists (SPSS) was utilized for data analysis. The study concluded that the challenges to e-Learning programme generally fell into four categories, namely lack of time, inadequacy in ICT and computer skills, poor internet access and lack of proper and adequate equipments and soft ware. The study thus recommended that in addition to putting in place strategies to create more time for teacher-students and lecturers to engage in the e-Learning process, there is need to regularly build the capacity of both parties in ICT skills and explore ways of accessing affordable e-Learning facilities
Challenges Facing Implementation of the Competency Based Curriculum in Kenya: An Urban View
(International Journal of Education and Research, 2021-09) Isaboke, Harriet; Wambiri, Gladwell; Mweru, Maureen
his paper explores challenges teachers face in implementation of the Competency Based Curriculum (CBC) in public pre-primary schools in Nairobi City County. Kenya rolled out the CBC in pre-primary and primary schools in 2018 with the aim of equipping learners with competencies and skills to meet human resource aspirations of Kenya’s Vision 2030 blueprint for development. However, studies have reported minimal use of CBC teaching-learning approaches in public preprimary schools. Therefore, this study purposed to establish the challenges hindering effective implementation of the Curriculum in the schools. The study was based on the Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) and targeted all the 225 public pre-primary schools in the Nairobi City County, with a population of 675 comprising of 450 pre-primary school teachers, 225 Early Childhood Development (ECD) Center Managers. A Questionnaire and an interview schedule were used to collect data from a sample size of 135, which consisted of 45 center managers and 90 pre-primary school teachers. The data was analyzed thematically, the findings showed that implementation of CBC is greatly challenged by lack of adequate learning facilities, lack of adequate training of teachers on how to implement the Curriculum, large class sizes, lack of adequate teachers, lack of adequate teaching-learning materials, ignorance and lack of cooperation from parents. The study concluded that pre-primary school teachers in public preprimary schools faced a lot of challenges which hindered effective implementation of the curriculum. Therefore, the study recommended that the Nairobi City County Government should construct more classrooms, employ more teachers and provide adequate teaching–learning materials to cater for the high enrollment in public pre-primary schools. In addition the County government in collaboration with the schools should sensitize parents to help them understand what CBC is all about and their role in the implementation process
Child Abuse Influence on Lower Primary School Pupil’s Academic Achievement in a Rural Setting in Kenya
(International Journal of Law, Humanities & Social Science, 2017-06) Mutua, Mukami T.; Ong'ang'a, Hudson Ouko
Child abuse is an act of inflicting serious, physical injury and emotional torture on a child or person, which is intentional or unintentional and could endanger the physical, health, emotional, social, moral and educational wellness of the child. Observing the alarming endless cry of children in lower primary schools and those hurt in the process and abuse, the researcher was therefore interested in investigating child abuse and its effects on the academic achievement of pupils in lower primary in Nyandarua County. To achieve this purpose, a sample of 42 respondents was randomly selected for the study. Questionnaire was the major instrument used to collect data. Test re-test reliability of the instrument was established, while Parson Product moment correlation analysis was the statistical technique considered appropriate. The result of the analysis revealed that child abuse in forms of physical and sexual was associated with pupil’s academic performance. Based on the findings recommendations were made on the need for the school management and the class teachers to monitor the performance of abused children and take records to relevant authorities so that corrective mechanisms can be employed.
Children Health Needs and It’s Influence on Pre-School Education Enrolments
(International Researchers, 2012) Murungi, Catherine Gakii
Available literature shows that in Kenya enrolment of children in pre-school education is low. It is believed that failure to adequately meet children’s health needs might be leading to the children’s low enrolment in pre-school education and in other levels of education. It is for this reason that this study is designed; to establish and document children’s health needs in relation to low enrolment especially in Imenti North District where 52% of pre-school children do not attend pre-school and in particular 64% in Miriga Mieru West Division of the District. The main objective of this study is to establish the relationship between children’s health needs and enrolment in pre-school. The study has used a correlation design employing a survey method. The independent variable is health status. The dependent variable is children’s enrolment in pre-school. The sample size of 390 parents is selected and used in the study. Children’s households are systematically sampled whereas Imenti North District is sampled purposively. Miriga Mieru West Division is selected due to its high population of pre-school age children (78,201) in comparison to other divisions in the district such as; Miriga Mieru East with 64,117, Timau with 55,292 and Buuri with 45,610 as well as its low preschool enrolment rates (64%). The study has used a questionnaire for parents and anthropometric tools for data collection. The researcher administered the questionnaire to parents of pre-school children both with children not attending and children attending pre-school. The t-test (two tailed) for testing equality of means for independent samples is used to test the hypothesis (H02) A t-test (two tailed) for independent samples found no relationship between health status and enrolment in pre-school. This study concludes that basic needs are important and unless they are met we will continue to have large numbers of children not attending the pre-school education continuing to increase.

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