PHD-Department of Early Childhood Studies

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Challenges and opportunities faced by women educational entrepreneurs in the management of private schools in Himo district, Tanzania
(2011-05-01) Namkari, Grace David Msangi
The purpose of the study was to investigate the challenges and opportunities faced by women entrepreneurs in the management and operation of independent private schools in Tanzania. The objectives of the study were to describe the situational analysis of independent private schools operated by women entrepreneurs in Tanzania, and to establish the challenges and opportunities they faced in selected case schools. The research study was qualitative in nature and data were collected through a case study approach, direct observations, in-depth interviews, focus group discussions and content analysis of school records. Multiple data sources were used to enrich the study including school owners, teachers, parents and community leaders. The data collected was then triangulated and analyzed qualitatively by examining patterns and themes associated with challenges and opportunities in school management. The findings of this study showed that there were three general categories of challenges and opportunities facing the school entrepreneurs namely: a) Educational and professional factors; b) Economic and political factors; and c) Social-cultural factors. The economic and political challenges included inadequate capital, limited physical facilities and tax burdens. Educational and professional challenges comprised of the demand for quality education complemented by English-medium curriculum and high expectations of students' academic performance. Social-cultural challenges including the burden of providing education and care for orphans and vulnerable children, and the lack of community care structures for needy children. The following opportunities for private schools were identified: great demand for quality education and an increased school enrollment, creation of employment opportunities for trained teachers, and demand for boarding school at the primary and secondary levels which ensured sustainability of these educational businesses. Recommendations to provide an enabling environment for private school entrepreneurs included provision of credit facilities to enable them expand their businesses, consideration for tax exemptions for teaching and learning materials, and development of training programmes to enhance their managerial skills and service delivery. In conclusion, despite the myriad challenges facing women educational entrepreneurs in the management and operation of independent private schools in Tanzania, there were opportunities available for their survival, growth and development
Children's basic needs and enrolment in Early Childhood Education in Miriga Mieru West Division of Imenti North District, Kenya
(2012-02-16) Murungi, Catherine Gakii
Human beings spend a great deal of time working to towards provision of their basic needs. Provision of such basic needs is particularly important not only to adults but also to pre-school children. Available literature shows that in Kenya enrolment of children in pre-school is low. It was believed that failure to adequately meet basic needs such as food, household size, and health status might have led to the children's low enrolment in pre-school education and other levels of education in Miriga Mieru West Division of Imenti North District. It was for this reason this study was designed; to establish and document factors related to this 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 was to establish the relationship between provision of children's basic needs and enrolment in pre-school. The study used a correlation design employing a survey method, since the target population was large. The independent variables included food, household size, and health status. The dependent variable was children's enrolment in pre-school. The target population for this study comprised 78, 201 children of pre-school age going from whom an actual sample size of 390 children was selected and their parents participated in the study. Children's households were systematically sampled whereas Imenti North District was sampled purposively. Miriga Mieru West Division was 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 pre-school enrolment rates (64%). The study used a questionnaire for parents and anthropometric tools for data collection. During pilot study, a test-retest was done to refine the instrument and determine its reliability. Cronbach's alpha correlation was used to compute the correlation coefficient; the Alpha Coefficients of the instrument were 0.88 and 0.98 starting with the lowest going to the highest. The researcher administered the questionnaire to parents of pre-school children both with children not attending and children attending pre-school. Collected data were analyzed using quantitative methods. Data derived from the open-ended questions were analyzed using descriptive statistics such as percentages, means and standard deviations whereas the t-test (two tailed) for testing equality of means for independent samples was used to test Hot, Hoe and H04 while Pearson Chi-square(x2) for testing the relationship between variables was used to test Ho3. So as to establish the relationship between variables at 0.05 significant level. A t-test (two tailed) for independent samples found no relationship between household size, health status and enrolment in pre-school. But it established a relationship between the number of meals consumed in a day and enrolment in pre¬school. The results of the Pearson Chi-square (x2) test showed that there is a relationship between nutritional status in terms of wasting, stunting and enrolment in pre-school. It also showed that there is no relationship between nutritional status in terms of underweight and enrolment in pre-school. The study recommends that the government needs to subsidize pre-school education costs so that more children can enroll in pre¬schools. This study concludes that basic needs are important and unless they are met we will continue to have large numbers of children not attending pre-school continuing to increase.
Children's involvement in informal play activities in Kenya: a case of Kiambu East and Kiambu West districts
(2011-08-10) Waithaka, E. N.
This study was prompted by the outcry of decline in children's involvement in informal play, which is crucial for holistic development. In Kenya, studies on play have mainly focused on formal play and the area of informal play has received minimal attention. The purpose for the study was to establish the status quo of children's involvement in informal play activities to complement studies on formal games. The main objectives were to identify the existing informal games and to establish the impact of identified factors on frequency of preferred games. The study was based on Conflict-Cnculturation Play I -hypotheses, and Piaget's Cognitive Developmental Theory of play, in which informal play environments are viewed as micro-world levels, which are prototypes of the complex macro-world society. The literature reviewed showed that involvement in informal games is crucial for wholesome living. Descriptive study design was employed. The dependent variables were the types of games and the frequencies of children's preferred play activities. The independent variables were the available leisure time, the agents of games transmission, types of sources of materials, and the type of teachers' participation in children's informal play. Other independent variables were gender differences and the aspects of rural versus .semi-urban settings. The population of the study comprised Standard Three children from the public primary schools. Through multistage random sampling, at least 50% of the educational zones in each division were selected. I min each of the selected zone, two primary schools were randomly sampled, making a total of twenty two schools. All children in Class Three (2,052 children) were interviewed in groups of between ten and twenty. Five boys and live girls were randomly selected for individual interviews. Observations and Interview schedules were used to collect data. The qualitative data were put into meaningful categories for descriptive interpretation. Quantitative data were statistically analysed by use of the Statistical Package for Social Sciences (SPSS). Football was the most frequently preferred game. Games that involved physical prowess and strategy emerged as the most preferred play activities. The null hypotheses were tested al p-.05. Pearson's Product Moment Correlation Coefficient results oil the association between leisure time and frequency of preferred informal games identified a significant relationship. ANOVA tests showed significant differences in Frequencies of preferred games in relation to agents of games' transmission, the sources of play materials and type of teachers' participation. Results of the tests showed significant gender related differences in children's preferred games but there were no significant differences in relation to rural vis-a-vis semi- urban areas. Chi-square results on differences in frequencies of preferred games in citation to presence of a television set showed no significant variation. Chi-square results showed that lucre were significant differences between boys and girls' frequencies of preferred cooperative and competitive play activities, and there were no differences between cooperative and competitive activities among the divisions. The study came up with recommendations of teachers, curriculum developers and further research.
A comparative study of policy implementation in early childhood teacher education institutions in Kenya
(2011-07-19) Makatiani, Maurice Ingati; Gichuru, F.X.; Otiende, James E.; Waiyaki, Edward M.
The worldwide rise in people's aspirations has culminated in a demand for access to education for young children. In Kenya, as a condition for entry to primary school, this has led to expansion of ECE centres and to shortage of trained teachers in these centres. In contribution to solution of this problem, the government formulated policies aimed at guiding ECTE institutions on assumption that these institutions would implement them. Using both quantitative methods (questionnaire, verification checklists and analysis of documents and statistical data) and qualitative techniques (FGDs, interviews, and observation), the researcher found that there were inconsistencies, similarities and differences in functional relationships between stated government policies and actual practice during their implementation in ECTE institutions. The persistence of conservative elements in people working in these institutions, combined with variations in the physical environments in which these institutions operate, account for their existence. Empirically, the study noted that the pace of increase in student enrolment in ECTE institutions was not on a fast enough scale to march the growing numbers of children being enrolled in ECE centres. There were variations in the structural duration of the ECTE certificate programme durations ranging from 10 years to 15 years. While 91.2% of the student population had the required mean grade D+ and above in the KCSE examination, 8.8% had mean grade D and below. While 79.3% of the topics in the syllabus were covered in class 20.7% were not. It finally suggests strategies for informed decisions and planned implementation of government policies designed to guide ECTE institutions in preparing teachers for ECE centres
A comparative study of pre-school and lower primary school teachers' computer technology usage in teaching in Nairobi Province, Kenya
(2011-11-30) Nyakwara, Begi
The Kenyan Government in her National Development Plan intends to achieve a universal primary ICT literacy by the year 2008. This is will be possible if the following is done. First, effective computer instruction should start at pre-school level. Second, there should be a policy to guide the use of computers in instruction in pre-schools and primary schools. Finally, the factors which influence pre-school and primary school teachers' instructional computer use in Kenya should be appreciated and catered for by schools and teacher training institutions. This study was designed to establish and compare pre-school and lower primary school teachers' instructional computer use and investigate the weighting of the various factors that impacts instructional computer use. The population of this study was all teachers in pre-schools and lower primary schools in Nairobi Province that have computers for instruction. The study employed an "ex-post facto" research design. The dependent variable was instructional computer use, while the independent variables were computer- self-efficacy, attitudes towards computers, computer knowledge, computer training, time support, and technical support. Stratified random sampling technique was used to select the sample. Questionnaire, interview and observation methods were used to collect the required data. The t- test for independent samples was used to test Hol and Hot, while Multiple Regression and ANOVA were used to test Ho3. Data was prepared for analysis using the Statistical Package for Social Sciences. The results show that instructional computer use in both pre-school and lower primary schools was limited. A t-test of independent samples found no significant difference in instructional computer use by school level and gender. Analysis of variance results revealed that the variations among the independent variables in both pre-schools and lower primary schools were significant. Multiple Regression results revealed that all the six variables together predicted pre-school and lower primary school teachers instructional computer use and at pre-school level computer self-efficacy was the greatest contributor to instructional computer use, while in lower primary schools computer knowledge was the greatest contributor. The results also revealed that at pre-school level attitudes towards computers, computer self-efficacy, time support, and technical support were significant variables, while the significant independent variables in lower primary school level were; computer knowledge, time support, and technical support.
Determinants of Children's Access to Early Childhood Education among Nomadic Pastoralists of Marsabit North Sub-County, Kenya
(Kenyatta University, 2016-04) Yattani, Buna D.
Education has been regarded as the most powerful tool for acquisition of knowledge and skills pertinent for transformation of lives. Both locally and globally many commitments have been made to improve education for all children. Through the initiation of free primary education in 2003, Kenya strived to open access for all children particularly for the hard to reach groups like the nomadic pastoralists. However, inspite all the initiatives and commitments, there are still 57 million children of school going age out of school. The current study explored the determinants of children's access to early childhood education among the nomadic pastoralists in Turbi Division, Marsabit North Sub- County. The study was guided by Urie Bronfenbrenner's Ecological Systems Theory. Mixed methods research design was employed in the study. The target population was parents, head teachers, teachers, chiefs and area Education Officers in Turbi Division. Purposive sampling and simple random sampling techniques were used to select the sample villages. From the five villages sampled, 50% (78 out of 156 households), 67% (4 out of the 6 head teachers from 6 primary schools), 64% (16 of the 25 ECE teachers), 40% (2 out of 5 area chiefs) and two Area Education Officers were selected giving a. total sample of 90 respondents. The sample size was 102 respondents including 78 parents, 4 head teachers, 16 teachers, 2 chiefs and 2 Area Education officers. Interview schedule and focus group discussion were used to collect data. Data was analyzed by both qualitative and quantitative procedures. Descriptive analysis was done using SPSS v21 giving means, percentages and frequencies. Data was presented in tables and charts. The results showed that majority of children in the division did not have access to early childhood education. Factors affecting children's access to early childhood education were categorized as socio-cultural, socio-economic and environmental. Socio-cultural factors such as participation in cultural ceremonies, livestock labour needs, early betrothal for marriage, Female Genital Mutilation, fear of early pregnancies and care of siblings hindered children's access to early childhood education. Socio-economic factors that hindered access to early childhood education included parents' occupation, parents' level of education and income. Environmental factors that hindered children's access to education included; distance from home to school, harsh climatic conditions and rough terrain. The study recommends that varied strategies matching nomadic lifestyle like mobile and trailer schools should be used to improve children's access to early childhood education.
Determinants of children’s readiness for grade one, in Kisii Central Sub-County, Kenya
(Kenyatta University, 2018-05) Moige, Omboga Nelliah
ABSTRACT School readiness is a joint obligation between the family, school, and community. However, debates of readiness do not always consider the roles that families, school and child factors can and do play in supporting children's school readiness. The specific objectives of the study were to; establish children’s readiness for grade one in primary schools in Kisii Central Sub- County, determine the criteria used for assessing children’s readiness for grade one in primary schools in Kisii Central Sub-county, examine child factors influencing the child readiness for grade one in primary schools, explore the school factors influencing children’s readiness for grade one in primary schools and find out factors within the family that influence children’s readiness for grade one in primary schools. This study used Vygotsky’s Social Constructivism Theory because it stresses the significance of culture and context in understanding what occurs in society. The study adapted descriptive research design targeting school heads, pupils and teachers from both public and private primary schools. The independent variables were family, school, and child factors, while the dependent variable was child’s readiness for grade one. Stratified sampling was used to select schools, while simple random sampling was used to select teachers and pupils. Purposive sampling was used to select head teachers. The study population consisted of grade one pupils, teachers and head teachers in the 115 both public and private primary schools in the sub-county. The sample size was 34 head teachers and 34 teachers and 3316 pupils. Content validity and Cronbach alpha reliability test were used to test the validity and reliability respectively, where a reliability coefficient of 0.7741 was reported. The data collection instruments consisted of interviews for school heads and questionnaires for teachers and observation checklist. Descriptive statistics was used to analyse quantitative data while qualitative data was analysed using thematic content analysis. On child factors, the study found that both academic and non-academic factors influenced the child’s readiness to learn in grade one. Family factors such as preparation of a child to school at home, encouragement of parents to the child, parents’ participation in school work, the financial status of a family, and parent’s level of education influenced children’s readiness for grade one. Availability of playing space and materials and availability of adequate physical facilities as school factors also influenced child’s readiness to learn in grade one. The study recommends that all children must undergo pre-primary education because it emerged that some children who seek admission to grade one never went through pre-primary and this may hinder their future success in schooling.
Determinants of Early Years Teachers’ Professional Identity in Nairobi City County, Kenya
(Kenyatta University, 2021) Magoma, Phyllis M.; Esther Waithaka; Teresa Mwoma
Early Years Education Teachers’ (EYET) professional identity is an emerging issue which has attracted a lot of attention. Professional identity affects teachers’ practices in teaching and the manner in which they interpret policies of education. Teachers day to day working practices are directly influenced by the environment in schools. Provision of a positive school climate for teachers also creates a favourable learning environment for pupils. In spite of the area being researched widely globally, in Kenya, it has received very little attention. Moreover, a lot of literature has highlighted the importance of education in the first formative years of children. EYET form a very important part of this process and that is why their professional identity and factors influencing it cannot be overlooked. Available studies on EYET in Kenya focused on teacher perceptions and attitudes towards teaching, attrition, motivation level, job satisfaction and not on their professional identity. This study intended to establish EYET professional identity and explore how factors related to teachers and school influence it. The study was based on Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation. The dependent variable was EYET professional identity, while the independent variables were teachers’ demographic characteristics, school climate and type of school. The study was conducted in Nairobi City County. Target population was EYET in 44 primary schools in the sub-county. Questionnaires and interview schedules were used in collecting data. Content validity and internal consistency reliability were used to ensure the instruments were valid and reliable. Results were analysed using descriptive and inferential statistics and presented using tables, figures and text. Results revealed that EYET professional identity was weak. Demographic characteristics influenced EYET professional identity and the relationship between teachers’ professional identity and school climate was highly significant. To improve EYET professional identity, key stakeholders should appreciate the work of the teachers, improve their working environment and ensure fair and adequate remuneration of teachers.
Determinants of Information and Communication Technology Integration in Learning of Numeracy Concepts in Lower Primary Schools in Mombasa County, Kenya
(Kenyatta University, 2018) Ashiono, Benard Litali
This study explored how teachers use ICT in their teaching of numeracy concepts to children in lower grades. The study also examined factors that enhance or hinder teachers’ use of ICT in teaching numeracy skills. Literature reviewed revealed that there is generally poor performance in mathematics among pupils. This could be attributed to inadequate development of basic mathematics concepts in the lower grades. Findings from previous studies indicate that ICT has great potential in enhancing the teaching of mathematics. It was envisaged in this study that the findings would provide valuable insights that would help improve the teaching and learning of numeracy concepts through the use of ICT. An exploratory sequential mixed methods research design was employed to conduct the study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data. The study targeted all the teachers teaching in lower grades in both private and public primary schools in Mombasa County, Kenya. A sample of 40 primary schools was purposively selected based on the availability of ICT tools for instructional purposes. Three teachers teaching in lower grades (Grades 1, 2 & 3) were then selected from each school. In cases where there were more than three teachers teaching in lower grades in a school, simple random sampling technique was employed to select only three. The sample size selected comprised of 25% of all the lower primary schools in the county. Teacher Questionnaire (TQ), Teacher’s Interview Protocol (TIP) and Observation Protocol (OP) were used to collect data. Pilot study was conducted in two schools to check and improve these instruments. Validity of the instruments was established through expert reviews and instrument triangulation. Reliability of the instruments was further determined through the use of test-retest technique. The Teacher Questionnaire with a correlation coefficient of r= .86 was found to be reliable. The Statistical Package for Social Sciences (SPSS) was utilized to prepare and analyze data and to test significance levels between variables at .05 significance level. Data was analyzed statistically using both descriptive and inferential statistics. One Way ANOVA and Pearson Product Moment Correlation Coefficient techniques were utilized to test the hypotheses. Data was also analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were categorized into themes and sub-themes related to phenomena under study. The findings of the study revealed that only 17% of teachers used ICT in teaching numeracy concepts. The findings further revealed that only a paltry 4% of the teachers used ICT on a regular basis to teach numeracy concepts. It was therefore concluded that teachers’ use of ICT in teaching numeracy concepts in lower primary schools was inadequate. The study findings also revealed that majority of teachers in the schools were inadequately equipped to teach numeracy concepts using ICT. The study findings further revealed that accessibility to laptops and tablets by teachers and learners in schools resulted in increased use of ICT in teaching numeracy concepts. Finally, teachers’ professional development in the use of ICT was found to be a vital ingredient in the effective use of ICT in teaching numeracy concepts. It was recommended that schools should be equipped adequately with ICT resources with a lot of emphasis laid on provision of laptops and tablet for teaching-learning purposes. Additionally, teachers should be given sufficient technical support in their use of ICT in teaching. Finally, it was recommended that teachers should be supported in the course of their professional development in the use of ICT in teaching mathematics.
Determinants of Integration of Information and Communication Technologies In Instruction in Early Childhood Education Programmes in Selected Universities in Kenya
(Kenyatta University, 2019-11) Mwololo, Jsephat Nzikao
purpose of the study was to establish the extent to which lecturers integrate Information and Communication Technologies (ICTs) in instruction and to determine how specific factors influence such integration in selected universities in Kenya. The study objectives were; firstly to establish the extent to which lecturers integrate ICT in instruction in ECE programmes. Secondly, to find out relationship between lecturers’ perceived ICT abilities and ICT integration in instruction in ECE programmes. Thirdly, to explore relationship between lecturers’ perceived ICT usefulness and ICT integration in instruction in ECE programmes and finally to find out relationship between availability of ICT leadership support and ICT integration in instruction in ECE programmes. Significant of the study was that university management may use the study findings to determine the scope to which lecturers integrate ICT in instruction and factors influencing it. Results of the study could assist ECE administration to identify and establish ways of encouraging and motivating lecturers to integrate ICT in instruction. In addition, the study findings may help lecturers appreciate the benefits of ICT integration in instruction and seek ways to improve the integration. Diffusion of Innovations (DOI) theory and Technology Acceptance Model (TAM) were used to guide the study. Correlational research design was used. The independent variables were: lecturers’ perceived ICT abilities, lecturers’ perceived ICT usefulness, and availability of ICT leadership support, while the dependent variable was ICT integration in instruction. The target population was all lecturers teaching ECE programmes in public and private universities. Purposive and stratified sampling techniques were used in selecting a sample of 88 lecturers. Pilot study was done using 20 lecturers from two universities; one public and the other private. Questionnaire, observation checklist, and document analysis were the data collection methods used. Content validity of the research instruments was established by the researcher and confirmed by two experts from the department of Educational Communication and Technology of Kenyatta University. Cronbach’s Alpha reliability coefficient of test retest for all the research instruments wascalculated and ranged between 0.88 and 0.92. Data was analysed using descriptive and inferential statistics. Frequencies, means, standard deviations and percentages were calculated and presented on tables and figures while t-test for independent samples and Pearson’s Correlation Coefficient were calculated to test the null hypotheses at alpha value 0.05. The relationship between lecturers’ perceived ICT abilities and ICT integration in instruction and between availability of ICT leadership support and ICT integration in instruction were found statistically significant. The best predictor variable for ICT integration in instruction in ECE programmes was lecturers’ perceived ICT abilities. It was concluded that most lecturers who perceived their ICT abilities to be adequate integrated ICT in instruction. Lecturers who perceived ICT to be useful did not translate that to ICT integration in instruction and availability of ICT leadership support positively influenced ICT integration in instruction. Based on the results, it was recommended that lecturers need to constantly train in ICT integration in instruction to enhance their confidence in ICT use and learn to integrate advanced ICT tools in instruction.
Determinants of Parents’ Satisfaction with the Quality of Pre-Primary Education in Ilala District, Dar Es Salaam Region, Tanzania
(Kenyatta University, 2015) Libent, Daphina
Globally, studies have shown that the demand for pre-primary education is increasing. In cognizance of the increasing demand and importance of pre-primary education quality, researchers and professionals provided a definition and developed standards of pre-primary education quality. However, parents as key stakeholders in pre-primary education, their voices are usually unheard in these deliberations and processes. Since parents create an ongoing demand for pre-primary education how they perceive the quality of pre-primary education is imperative. Besides, studies done in Tanzania show that the structural and process quality of pre-primary schools is not compatible with the increasing demand of pre-primary education. Despite poor provision of pre-primary education parents are still enrolling their children in these schools. It was not known whether they were satisfied with pre-primary education. This study intended to investigate parents‟ satisfaction with the quality of pre-primary education in Ilala district, Dar es Salaam Region, Tanzania. The study also explored factors influencing parents‟ satisfaction with the quality of pre-primary education. The study adopted the Ecological Systems Theory in the theoretical framework. The dependent variable was parents‟ satisfaction with the quality of pre-primary education. The independent variables included parents‟ perception of the quality of pre-primary education, parents‟ demographic characteristics (gender, education level) and type of school. The study employed descriptive survey research design. A stratified random sample of 829 parents with children aged 5 to 6 years from 34 pre-primary schools was used. Data was collected using a four point Likert scale questionnaire. Prior to data collection, the instrument was pilot-tested in two pre-primary schools in order to ensure validity and reliability. Statistical Package for Social Sciences (SPSS) was used during data analysis. Descriptive and inferential statistics were computed. The independent samples t-test was used to test Ho1 and Ho2. One-way Analysis of Variance (ANOVA) was used to test Ho3. The bivariate correlation analysis and regression analysis were used to test Ho4. The level of significance tested for each hypothesis was .05. Findings revealed that parents believed that their children’s pre-primary schools were of high quality, specifically in process indicators than in the structural category. As a result, they were more satisfied with process quality than structural quality of pre-primary education. Results also indicated that parents‟ gender, education level and type of school significantly influenced their satisfaction with the quality of pre-primary education. Parents who were females, more educated and had children in private pre-primary schools were found to be more satisfied with the quality of pre-primary education. The study also revealed a positive and significant relationship between parents‟ perception of quality and satisfaction with pre-primary education. Based on the findings, it was recommended that the Ministry of Education and Vocational Training should take appropriate measures to improve pre-primary education and allocate resources to meet parents' demands. Moreover, school heads and managers should strengthen parent-teacher partnerships.
Determinants of Public Primary Schools Preparedness for the Implementation of Competence-Based Curriculum in Kericho County, Kenya
(Kenyatta University, 2022) Ngeno, Beatrice; Teresa Mwoma; Mweru Maureen
The competency- based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. CBC (2-6-6-3) is a curriculum that allows was adopted in Kenya 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 CBC. The objectives were to find out whether there is relationship between availability of physical infrastructure and implementation of the CBC; determine whether teacher training influences implementation of the CBC; establish whether teachers‟ attitude influences implementation of the CBC and explore the availability of teaching and learning resources and the implementation of CBC public primary schools in Kericho County. The purpose of this study was to investigate the determinants of schools‟ preparedness for the implementation of the CBC in grade one. Dewey‟s Social Constructivism theory guided the study. The research design that was used in this study was a descriptive survey design and correlation research design. The target population of the study included 24 CSO‟s, 524 head teachers, and 610 Grade one teachers. The sample size was 6CSOs, 52 Head teachers, and 61 Grade one teachers, saturated sampling technique was used to select all the 52 head teachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique guided Grade one teachers selection. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analyzed using descriptive statistics in form of percentages, means, and standard deviation while inferential statistics were correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and Sub-themes. The findings of physical infrastructure had a positive moderate influence on CBC implementation with a correlation of 0.336 and a calculated value of 0.029 for the head teachers and 0.285 with a calculated value of 0.03 for grade one teachers. Shortage of physical infrastructures like nutrition rooms and music room had a mean of 2.18 and 1.88 for head teachers. Grade one teachers‟ response was 1.39 and 1.35 for nutrition and music laboratories respectively It had a positive moderate 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 a significant to the study. The attitude of teachers had a positive impact on CBC implementation, with a correlation of 0.560 and calculated value of 0.00 for the head teachers and 0.284 with a calculated value of 0.032 for grade one teachers. Teaching and learning resources had a positive moderate influence on CBC implementation with a correlation of 0.399 and a calculated value of 0.004. For teachers it was 0.500 with a calculated value of 0.00. The calculated p-values of 0.00 and 0.004 were significant. The study recommended that the government should increase funds to enable schools to construct laboratories. More time should also be allocated for practical lessons and assessments. Results of this study were important for the successful adoption of the CBC for educational stake holders.
Determinants of Standard One Pupils’ Achievement in Literacy and Numeracy in Gucha District, Kisii County Kenya
(Kenyatta University, 2015) Ouko, O. H.
Pre-primary school learning experiences plays a critical role in laying a strong foundation for pupils‟ later academic progression and achievement. The experiences equip learners with the requisite competencies and abilities for managing formal and life-long learning including basic literacy and numeracy skills. In Kenya, the entry criteria for joining standard one is six years irrespective of whether one has gone through pre-primary school or not. This means that pre-primary school is not compulsory. In a typical standard one classroom in Kenya, pupils may have varied pre-primary school learning experiences. The purpose of this study was to establish standard one pupils‟ academic achievement in literacy and numeracy. The study further investigated the influence of pre-primary school learning experiences, teachers‟ self-efficacy, pupils‟ gender, and type of school on standard one pupils‟ literacy and numeracy achievement. Albert Bandura‟s Self-Efficacy and the Ecological Systems Theory by Urie Bronfenbrenner theories guided the study. Ex post facto research design was used. The independent variable of the study was standard one pupils‟ achievement in literacy and numeracy, while dependent variables were; pupils‟ pre-primary school experiences, gender of pupils, teachers‟ self-efficacy and type of school. The study was conducted in Gucha District of Kisii County, Kenya. The target population was both public and private primary schools in the District. All standard one pupils and their teachers participated in the study. Purposive and stratified random sampling techniques were employed. The study sample consisted of 154 pupils and eight teachers. Descriptive and inferential techniques were employed to analyze data. Statistical Package for Social Sciences (SPSS) was utilized in data analysis. Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that pupils‟ performed better in numeracy compared to literacy. Pre-primary school learning experiences, teachers‟ self-efficacy, and type of school attended influenced pupils‟ achievement in literacy and numeracy. The study underscored the crucial role played by pre-primary school experiences in promoting academic achievement. The main recommendation is that, in order to improve pupils‟ achievement in literacy and numeracy, parents and head teachers should ensure that children have quality pre-primary school experiences so that they may have adequate school readiness skills to help them to cope with standard one syllabus. Further it was recommended that the government should put policies in place to make pre-primary school mandatory to enhance academic performance at primary and subsequent levels.
Determinants of Teachers’ Use Of Instructional Resource In Teaching Pre-Primary School Science and Mathematics Activities in Machakos County,Kenya
(Kenyatta University, 2018-12) Ayiema, Jackson Ombasa
The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of MachakosCounty, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused studygiving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts.Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics.
Early Intervention of Mathematics Difficulties and Performance of Standard Three Pupils in Primary Schools in Butere Sub-County, Kenya
(Kenyatta University, 2015) Wekesa, W. R.
Mathematics skills are not only a basic requirement for every member of the society to productively engage in everyday activities but also a universal language that finds meaning in all cultures and civilizations. Every tribe, culture and social group thinks and communicates ideas through quantities. Mathematics education is to a nation what protein is to a young human organism. It is not only a vital tool for the understanding and application of science and technology but also a great determinant of the kind of courses children take at all levels of learning. However, poor mathematics performance in the national examinations has been of great concern to the educationists and the society at large. Factors such as students‟ negative attitude to mathematics and high pupil teacher ratio due to Free Primary Education have been attributed to this. However, research studies indicate that six to ten percent (6-10%) of primary school age children in the US experience Mathematics Difficulties which make them struggle a lot in their education. In Kenya, about 20% of learners in primary schools experience Learning Difficulties (LD) in mathematics. These learners achieve poorly in mathematics, their self esteem may be lowered, may become truants and drop out of school. In spite of these, studies reviewed only sought to establish the number of learners experiencing LD in Mathematics and Language and possible factors that influenced the early identification of LD. This study was designed to establish if there was early identification and remedial teaching for children with Mathematics Difficulties in lower primary schools in Butere district. The effect of this remedial teaching on children‟s achievement in mathematics was also investigated. The study was done in Butere district Kakamega County. Descriptive survey and Quasi-experimental designs were used in this study. Stratified and purposive sampling was also used to select eighty learners with Mathematics Difficulties and eight standard three teachers of the identified schools. A questionnaire was administered to class three teachers and a pre and post experimental test was administered to the pupils in the experimental and control groups. The collected data was coded and analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistics such as frequencies, means and percentages were calculated. The t- test calculated was 4.38 with a p< 0.001 level at an alpha p< 0.05. The p value was less than p< 0.05 meaning the result was quite significant and hence the null hypothesis was accepted. This meant there was a significant difference in mathematics performance of pupils with MD who received remedial teaching from those who did not. It was also established that teachers identified pupils with MD, more boys had MD than girls; learners experienced MD in addition with carrying and subtraction with borrowing. Schools mostly conducted paid tuition and not remedial teaching for pupils with MD. The tuition was conducted in the afternoons and during school holidays. There was no significant difference in mathematics performance of pupils with MD neither in public or private schools nor between boys and girls with MD who received remedial teaching. Therefore, it was recommended that MOEST formulate a policy that supports early identification of pupils with MD and give remedial teaching to mitigate the disability. KICD should develop appropriate curriculum and remedial teaching programme for pupils with MD.
Effects of an in-service workshop for teachers on frequency of pre-school children's accidents in selected divisions in Nairobi, Kenya
(2011-08-04) Mugo, W. Juliet
A High number of accidents among children in school have been reported and in order to curb them, the City Centre for Early Childhood Education in Nairobi, Kenya was to conduct a refresher or in-service workshop for teachers on child safety-care. It was however not known whether or not, safety-care in-servicing would have a positive impact in influencing teachers' safety-care skills, thus reducing the high number of accidents among children thus the need for the current research. The Quasi Experimental research design using the pre and post test approach with an Experimental and Control group was used. Out of 541 pre-schools in Nairobi Province, random selection of 54 (10%) preschools was done and then they were evenly distributed amongst 3 divisions of Nairobi, ending up with nine schools in both the Experimental and Control group respectively. A similar number of teachers from each pre-school were selected. Half or nine of the teachers in each division were trained while the other half was not. This sample was adequate for an experimental design. Data were collected in five different phases: during piloting, pre in-servicing or Baseline Study phase, and post in-servicing phases in Rounds 1, 2 and 3, using a pre and post quasi experimental research design. The test-retest technique was used to test the instruments and Cronbach Alpha Coefficient used to correlate the test items. Descriptive and Inferential statistics were used to analyse data. Descriptive analysis involved use of frequency tables, means and percentages. For inferential analysis, One-Way ANOVA was used to test the six null hypothesis on the significant differences amongst teachers knowledge, beliefs and practices towards preschool children's accidents as well as actual number of pre-school children's accidents attributed to human factors and those in the pre-school play and learning environments. Results show positive effects of in-service training on teachers' knowledge, beliefs and practices towards accidents, which ultimately translated into reduced number of accidents among children particularly in Round One of the study. However, after the Baseline Study and subsequent in-servicing of teachers, the number of accidents progressively started to increase but at times the positive effect lasted until Round 2 and in some instances up to Round 3. This pointed to the fact that in-servicing if not done periodically may not be very useful. The reason was that, time lapse seemed to interfere with the teachers' ability to remember safety-care techniques imparted during in-servicing. To effectively curb accidents among children, it was therefore recommended that teachers be in-serviced regularly at least once a year if possible so that they retain knowledge gained during in-servicing workshops. The curriculum developers could also separate the subject on Safety from Health, Nutrition and Care so that it could be taught alone more comprehensively in order to give it the weight it deserves. This would ensure that children's safety right is provided adequately.
Effects of violence on children’s participation in pre-primary school education in Nairobi City County, Kenya
(Kenyatta University, 2017) Gichuba, Catherine Wambui
Violence against childrenis a common problem worldwide that may include physical, psychological and sexual forms of ill treatment. In Kenya, different Acts of law have been enacted by the government to provide direction and support in protecting children to improve their participation in Pre-Primary Education. However, despite the efforts put in place,violence against children is still on the increase and unfortunately researches done have concentrated more on women and girls, yet both genders are at risk. The study therefore sought to assess the effects of violence on children‟s participation in pre-primary education in Nairobi City County. The theory that underpinned the study was the culture of violence theory. It emphasizes on violence as a product of sub-cultures, structures and systems in the society. The study adopted a descriptive survey design. The target population was all pre-primary school children in Nairobi City County aged between 3-6 years. Multi-stage sampling technique was used whereby purposeful and simple random sampling procedures were used to identify the sample. Out of 207 public pre-schools, 21(10%) of them were sampled alongside 65 (10%) out of 657 pre-school teachers, 101 (10%) out of 1015 parents and 2(10%) of the Children Officers out of 17. Questionnaires were used to collect data from the study participants. Validity and reliability of the questionnaire was done during piloting. Content validity was specifically determined by ensuring that questionnaire items and content reviewed were in line with the objectives of the study. A criterion was adopted and modified where a four-point content validity index was used. Reliability of the instrument was tested through the use of split-half technique at 0.7 Spearman's rank order correlation coefficient. Data collected was coded and classified using SPSS computer package. Numerical data was analyzed using descriptive statistics involving frequencies, percentages, and means. Four hypotheses were tested using T-test for HO1and Pearson‟s Correlation Coefficient at a significance level of 0.05 for the other hypotheses. The main study findings showed that cases of violence against children reported and shared were higher for girls as compared to boys. This showed that girls were more vulnerable, although there was a growing trend among boys which indicated that they were also at risk. The findings also showed that majority of the respondents tended to hold backwhile a few of them shared cases of violence against children as compared with reported cases. Conclusions made were that violence against children was in existence and occurred in different form and influenced by different factors within the society. Recommendations were made to different stakeholders to ensure and maintain child friendly environments both in school and at home. Further research needs to be done to assess the implementation of the intervention strategies used to address violence against children in Nairobi City County and a replication of the current study in other counties to find out if similar or different trends exist.
Examining School and Community Preparedness for Transition of Young Adults with Intellectual Disability for Independent Living in Selected Counties, Kenya
(Kenyatta University, 2021) Makumi, Mary Wangui; Geoffrey Karugu; Mary Runo
The aim of this study was to examine the school and community preparedness for transition of learners with intellectual disability for independent living in Kiambu and Murang’a Counties. The study adopted descriptive research design which utilized both quantitative and qualitative research approaches. Target population was 2,643 while the sample size was 278. Respondents comprising headteachers, teachers, young adults with ID and opinion leaders were selected using purposive sampling and simple random sampling techniques. Questionnaires and interview guides were used to collect data. Questionnaires were used to collect data from headteachers and teachers, interview schedules were used to collect data from local leaders and young adults who had graduated from school while focus group discussion was conducted on young adults in school. Data were analyzed using Statistical Package for Social sciences (SPSS). Qualitative data from interviews, group discussions and observations were analyzed by use of descriptions and thematic text through coding data in the context of research objectives while quantitative data was analyzed using descriptive statistics. The study established that the curriculum offered in most of the special schools and units would prepare learners with intellectual disability to lead an independent life though a significant proportion disagreed that they were taught how to apply and maintain employment. Availability and retention of teachers, provision of teaching and learning materials and classification of pupils according to ability were identified as major factors hindering full implementation of the curriculum to learners with ID. The study further found out that after learners with ID graduated from special schools/units, most of them went back home and were not engaging in any income generating activity. The main reason being most of them lacked support from the parents and community in terms of availing job opportunities and financial support to start businesses hence hardly leading independent life. The study recommends that; parents and community members be involved in transition planning and be willing to offer transition services as attachments, financial advice, job training and job opportunities; the government through the Ministry of Education needs to employ more trained teachers; create a special class in secondary schools for those in the borderline; provide policy that Ministries, NGOs, private sectors among others should employ young adults with ID to promote independent living.
Factors contributing to caregivers' behaviours with print and children's emergent reading development in Thiks District, Kenya
(2011-11-30) Wambiri, G.
Reading is a developmental process that begins in infancy and continues throughout life. During the formative years children develop certain reading related behaviours that are crucial for later reading. The physical and social environment that children are brought up in influences their reading related development, their attitudes towards reading and their future success in reading. This study was an exploratory study on factors influencing caregivers' behaviours involving print with 30 to 42 months old children and children's emergent reading behaviours. The study was guided by three theoretical perspectives: Marie Clay's Emergent Literacy perspective, Holdaway's theory of Literacy Development and Vygotsky's social interaction theory. The study was conducted in Thika district, Kenya. The district was purposively selected. The caregivers and children were randomly selected. The study employed a combination of multiple case study and survey research designs. The multiple case studies generated hypotheses for study in the survey. The population of the multiple case studies comprised of four sets of 30 to 42 months old children and their caregivers. The multiple case studies showed that the home print environment and children's experiences around print materials varied across households. Caregivers employed appropriate and inappropriate behaviours and strategies around print with children. These behaviours were found to impact on children's emergent reading development. Caregivers employed more direct behaviours and strategies than direct behaviours and strategies involving print. Caregiver-child interactions around print materials increased with increase in range and frequency of print materials in the home environment. Several factors appeared to influence caregivers' behaviours and strategies around print materials with children. This led to formulation of 13 hypotheses that were tested with the larger survey. The survey sample comprised of 133 caregivers. Hypotheses generated from the multiple case studies were studied. There were three contextual variables whose effect on dependent variables was studied: caregiver's years of schooling (CYS), caregiver's role definition (CRD) and average household income (AHI). There were three process variables: caregiver's direct behaviours and strategies score (CDBS), caregiver's indirect behaviours and strategies score (CIBS) and (caregiver's total behaviours and strategies score (CTBS). CDBS, CIBS and CTBS correlated with CYS. It was concluded that caregiver's level of education influenced caregiver's behaviours and strategies. Caregivers were found to be largely unaware of their role in children's emergent reading development. There was a strong correlation between CDBS and CRD, CIBS and CRD and between CTBS and CRD. It was concluded that caregivers with a positive role definition were more likely to stimulate children's emergent reading development than caregivers with a negative role definition. There was a positive correlation between the AHI and CDBS, AHI and CIBS and between AHI and CTBS. The most important predictor of caregivers' behaviours and strategies with children around print materials was caregiver's role definition.
Factors influencing early childhood development teachers’ motivation in Thika district, Kenya
(SPREAD Corporation, 2010) Ndani, M.N.; Kimani, Elishiba
Early Childhood Development (ECD) centres comprise one of the immediate social and physical environments influencing children’s development, that Bronfenbrenner (1986, 1989) terms Microsystems. The Microsystems are made up of personal qualities of the people therein (particularly teachers) and the physical environments. In order for ECD centres to provide the necessary conditions for children’s holistic development, teachers should be well motivated and physical facilities conducive for working and learning. The sample of the study was comprised of 40 ECD centres and 46 ECD teachers. Preschool Teachers’ Motivation Questionnaire and an observation checklist were used to collect the primary data. Secondary data were obtained from various records in the ECD centres. Among the key findings was the revelation that the motivation levels of more than 50% of the teachers were below average. The study recommended that the Ministry of Education and communities work together to improve ECD teachers’ terms and conditions of service as well as the learning/teaching environment