RP-Department of Early Childhood Studies

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/1397

Browse

Now showing 1 - 20 of 106

Selected Instructional Constraints Influencing Effective Learning among Learners’ with Low Vision in Public Secondary Schools in Tharaka Nithi County, Kenya
(IAJSSE, 2024-11) Wanja, Njeru Jane; Nzioka, Stephen Musila; Kamau-Kang’ethe, Rachel W.
This study aimed to assess instructional constraints hindering effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya. The problem this study attempted to solve was the lack of effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya, caused by various instructional constraints. This was crucial in addressing educational disparities and advocating for the rights of learners with disabilities in Kenya and beyond. The study sought to identify and address these challenges to enhance the learning experience and academic performance of these learners. This study was anchored on Vygotsky’s (1978) Sociocultural Theory combined with Meyer et al. (2014) Universal Design for Learning (UDL) principles. Vygotsky’s theory emphasizes the importance of social interactions, scaffolding, and tailored learning experiences that can help learners with disabilities, including those with low vision, overcome cognitive barriers by leveraging the right support systems, such as assistive technologies and teacher guidance. Universal Design for Learning (UDL), on the other hand, advocates for designing instructional methods that accommodate diverse learners, including those with visual impairments, by providing multiple means of engagement, representation, and expression. Summarize to four sentences. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. A questionnaire was used to collect data from both teachers and learners, as well as a lesson observation schedule. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. The sample comprised 297 teachers and 100 learners with low vision totaling to 397. A questionnaire was used to collect data from both teachers and learners. A pilot study was carried out in two schools involving 30 teachers and 10 learners. Results of data analysis showed that effective learning outcomes for learners with low vision significantly correlate with the availability and use of assistive technology. However, constraints such as insufficient resources and inadequate teacher training were prominent barriers. It was established that the use of activity based instructional methods, like practical lab activities and student projects, was limited by inadequate tactile materials. The study concluded that instructional constraints related to assistive technology, activity-based learning, and tactile graphics critically hinder effective learning for students with low vision in Tharaka Nithi County. Streamlining lesson planning to better incorporate these resources will enhance the effectiveness of activity-based learning and ultimately improve educational outcomes for students with low vision.
Relationship between Utilization of Assistive Hearing Devices and Academic Achievement of Learners with Hearing Impairment in Kenya
(Journal of Scientific Research and Technology (JSRT), 2024-11) Masayi, Dellilah
The purpose of this research was to examine the academic performance of students with hearing impairments in Kenya and to determine whether or not assistive hearing aids had any effect on their academic progress. Two elementary schools in Kenya were the settings of the research. A correlational study strategy was used. Because they were forced to fill out surveys, the two schools could assume that the students understood how to read and write. Data was gathered via the use of questionnaires and the examination of secondary sources. The correlations between variables were established by analyzing quantitative data using SPSS and inferential statistics. Participation in the research was positively associated with higher levels of academic success among students who used assistive hearing aids. The research also found that most students who have trouble hearing do not have access to assistive listening equipment and have low academic performance.
Status of Utilization of Hearing Aids (Ha) by Learners with Hearing Impairment in Kenya
(Journal of Scientific Research and Technology, 2024-07) Masayi, Dellilah; Bunyasi, Beatrice
This study intended to establish the status of utilization of HA among learners in primary schools for Deaf learners and to explore the problems encountered by these learners while utilizing hearing aids. The study was carried out in two primary schools in Kenya and adopted descriptive survey research design approach. Purposive sampling technique was used to select the two schools that the study was carried out in. A sample of learners with hearing impairment and a headteacher from each school were selected purposively. Stratified random sampling was then used to select the learners. Two stratus were established, one stratum had learners with Has while the other had learners who were not utilizing HA. Simple random sampling was then used to select the sample population from the two strata. Data was collected from students using questionnaires and reviewing documents while interviews were conducted on the head teachers. Quantitative data was analyzed using SPSS and inferential statistics were done to establish the relationships between variables while qualitative data from interviews was edited and arranged into themes.
Conceptualizing competency-based curriculum: A critical analysis of CBC implementation among pre-primary schools in rural Kenya
(International Journal of Multidisciplinary Comprehensive Research, 2023) Ireri, Jeremiah Wanjau; Ouko, Hudson Ong’ang’a; Mweru, Maureen
Competency-based curriculum is a new programme in Kenya whose implementation faces a myriad of challenges amid the posted successes. Competency-based curriculum was rolled out in the year 2017 and quite some successes have been posted. This is notwithstanding the various challenges it faces so far. This study examined teachers’ level of competencies as a precursor of effective implementation of the CBC. The study focused on all pre-primary school centres in Embu County. The key independent variable of the study was teachers’ competencies and preparedness. The study also investigated CBC implementation levels since its inception in 2017. The study was anchored on the theory of curriculum implementation (Gross, 1971). Purposive sampling was employed in identifying the study locale whereas simple random sampling was employed to draw a study sample size of 10%. Ex post facto research design was adopted since no manipulation of the study variables could be envisaged. Exploratory survey methodology was employed in collecting data. Data was collected using questionnaire, a check-list and an interview schedule. Data was analyzed using descriptive techniques with the help of the SPSS version 29. Results observed that there were low levels of CBC implementation associated and were significantly associated with low levels of teacher competencies. The study recommended to government to upscale teacher competencies and preparedness through training and retooling programmes.
Computer Assisted Learning on Language Writing Skills among Learners with Hearing Impairments in Kiambu County, Kenya
(EJSE, 2023) Wangui, Veronicah Wambui; Muriithi, Francis; Karia, Mathew
The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning.
Relationship between Kinship Care Practices and the Education Participation of Lower Primary School Pupils, in Embu County, Kenya
(Anfo Publications, 2024-08-26) Wachira, Esther Wambui; Githinji, Wanjohi
Kinship care is a form of child care placement within the family also referred to as family-centred child-care. It is acknowledged globally as the first form of care that should be explored for children outside parental care. Despite the prevalence of of kinship care in the world, it is poorly supported and neglected by policy makers and practitioners. It is perceived that high-quality child care keeps children safe and healthy and helps them succeed in school. This study therefore explored the relationship between kinship care practices and participation in education among lower primary school pupils from grades 1-3 in Embu County Kenya. The study was anchored on the Functionalist theory. A correlational design was embraced in this study. The population target was 1303 from the selected schools. The study applied purposive sampling to choose a sample size of 132 participants. Reliability of instruments was tested using Cronbach's Alpha Coefficient, where r= 0.7. The study utilized an adapted Kitwood's Qualitative Technique to analyze descriptive data. The study found variations in school enrolment and resource allocation among schools, but overall, school attendance was high among lower primary pupils under kinship care. The key findings showed that there was a significant negative correlation between kinship care and school attendance, indicating a potential inverse relationship (r=0.691), suggesting a significant inverse relationship between these variables (p=0.001<0.05). The study established that there was a relatively strong and negative effect of kinship care on education participation among lower primary pupils in Embu West, Embu County, Kenya. The main recommendation was that the government and the county government through the Ministry of Education should prioritize equitable resource allocation among schools and provide on-going support for school attendance to pupils under kinship care to ensure their educational needs are met.
Synthesizing Policy and Practice: An Examination of Child-Related Policy Implementation in Elementary Education within Nyeri County, Kenya
(repamjournals, 2024-08) Githinjia, Wanjohi; Ndiangui, Peter
Since independence, Kenya’s education system has undergone significant reforms aimed at enhancing access, equity, and quality. The Basic Education Act 2013 underscored the government’s commitment to free compulsory education, laying the foundation for policy interventions in elementary education. While policies aimed at safeguarding children's rights and ensuring their holistic development exist at the national and regional levels, translating them into effective practice within schools remains a challenge due to limited resources, infrastructure deficits, bureaucratic hurdles, cultural norms, and socioeconomic disparities. These factors influence access and retention rates, thereby impeding policy implementation efforts. The objective of the study was to establish the status of the provision and utilization of education-related policies. This article, therefore, delves into the critical issue of policy-practice disparities in the implementation of child-related policies within elementary schools in Nyeri County, Kenya. The findings show that most schools were aware of and had the requisite resources and capacity to implement policies governing early childhood programs. However, they were not strictly adhering to those on childcare and protection. Thus, policy enforcement should be strengthened to curb malpractices in some primary schools.
Language of Instruction Practices in Reference to Mother Tongue Policy Implementation in Lower Primary School Classes; A Case of Nyeri County, Kenya
(RSIS, 2024-09) Githinji, Wanjohi; Wambiri, Gladwell N.; Kamau-Kang’ethe, Rachel W.
The purpose of this study was to establish the language(s) used for instruction in lower primary school and also find out to what extent various factors related to school, teachers and parents influence the language choices for instruction in the respective classes and schools. This is because in spite of language policy in Kenya stipulating that, learners in lower primary school to be instructed in the language of catchment area, studies in pre-primary school show that some schools are ignoring this rule. This comes at a time that issues have been raised concerning children being introduced to foreign languages too early before they have mastered the first language. Likewise in the recent past a debate has been ranging concerning instructing children in mother tongue at the pre-primary and lower primary schools. The available studies did not focus on language choices made at the lower primary level of education which is crucial transition stage to formal learning. Most of these studies addressed status of the language policy in general or focused on other levels. They have also been exploratory in nature and dwelt on either perceptions, attitudes, values, multilingualism or other aspects of language. The study adopted the Choice theory and Transitional language model in the theoretical framework. The study design was qualitative and adopted descriptive survey methodology which allowed for an in-depth examination of the situation. The independent variables were the factors said to influence the choice of language of instruction while the dependent variable was the language of instruction used at lower primary school. This study was carried out within Nyeri County in which Kikuyu is the dominant language. This county has experienced an outcry in academic performance particularly in languages, mathematics and sciences which has been attributed to the inability to express ideas. The target population of the study was lower primary school classes, teachers and their parents. A multistage sampling technique was adopted. Schools were randomly or purposefully selected at various stages; classes were selected through cluster sampling while teachers were randomly selected. Data was collected from private and public schools in rural and urban areas through lesson observations, interviewing teachers and focus group discussions with parents. A pilot study was conducted to pretest the instruments. Validity and reliability were established through triangulation. The qualitative data collected was analyzed using Kitwoods Qualitative Technique of Analysis to bring out the emerging patterns, themes and trends. Among other findings a variety of languages were being used in the classroom instruction with no consideration of the policy. This was seen to be influenced by choices made by the teachers, parents and schools’ management and school locality. The study recommends a close-monitoring of implementation of language of instruction policy, training of teachers and education officers, community awareness and resource mobilization so as to benefit children at lower primary.
The Relationship Between Teacher Training and Implementation of A Competency-Based Curriculum in Public Primary Schools, A Case Study in Kericho County, Kenya.
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2023) Ngeno, Beatrice
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 replaced the 8-4-4 system of education and it aimed 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 change takes place in education, teachers as instructors and implementers should be prepared to be competent in their work. 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. This aim of this study was to find out whether there is a relationship between teacher training and the implementation of a competency-based curriculum in public primary schools. Dewey’s Social Constructivism theory guided the study. A descriptive survey design was used in this study. The target population of the study included 24 Curriculum Support Officers (CSOs’), 524 head teachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Head teachers, and 61 Grade 1 teachers. A 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 was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires and observation technique. Quantitative data were analysed using descriptive statistics in 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 the teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. 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 fast-track more teachers’ training and employ upgraded teachers who were already CBC
Effect of Group Teaching Strategy on English Composition Performance among Standard Seven Learners with Hearing Impairment in Nairobi City County, Kenya
(2024-06) Judith, Yabbi Opiyo; Awori, Beatrice Bunyasi; Otube, Nelly
The purpose of this study was to explore the effect of group teaching strategy on English composition performance among Standard Seven learners with hearing impairment in Nairobi City County, Kenya. Different teaching strategies yield different performance by learners in English composition. The study was based on Knowles' theory of learning guides. The study employed a quasi-experimental research design targeting Head teacher, Teachers and Standard Seven learners as participants. The study had a sample size of 30 participants. Both probability and non-probability sampling techniques were adopted to select the participants. Data was collected through the composition writing tests, in-depth interview guide, structured and unstructured questionnaires, document analysis guide and observation guide. Quantitative data was analysed using a Statistical Package for the Social Sciences (SPSS), descriptive statistics and T-test. Qualitative data from the interviews was transcribed, reconstructed, and collapsed into emerging themes. The study found out that group teaching and PALS could improve composition writing if employed for a long period of time. The findings indicated that group teaching slightly improved learners' performance. This study concluded that the group teaching strategy was important but there was need for including other strategies as well as exposing the learners to frequent composition writing exercises. The study recommended the need to expose the learners to frequent composition writing exercises.
Learner Perception on Tactile Materials as a Correlate of Performance in Mathematics: The Case of Thika High School for the Blind, Kiambu County, Kenya
(IJSRA, 2024-05) Musango, Loise Mumbua; Murugami, Margaret Wangui; Wamunyi, Joel Chomba
Mathematics is considered the foundation of scientific and technological growth, making one of the most important subjects taught in formal schools. Yet learners with visual impairment continue to perform poorly in Mathematics due multiple factors, among them unfavorable perceptions on the subject. Drawing from the social constructivism theory, this study aimed to establish learner perception on tactile materials as a correlate of performance in Mathematics among learners in Thika High School for the Blind. The objectives were to investigate general performance of mathematic among the learners who are blind and assess learners’ perception on the mathematic tactile learning materials in relation to their performance in Mathematics. This study used a case study research design. The target population comprised 80 learners who are blind in the school. Stratified random sampling was used to select the learners 24 who are blind according to class and gender. Questionnaires were used to collect data. Quantitative data was collected, coded and organized. Data analysis was through descriptive summaries and correlational analyses. There was a weak positive relationship between learners’ perception in learning Mathematics and performance in Mathematics (r = 0.203, p = 0.342). The majority the students indicated doing their homework daily when given by the teacher, getting homework marked daily, and doing homework alone daily. Therefore, this study recommends the need for the Ministry of Education to initiate strategies to enhance positive perceptions toward Mathematics among learners who are blind.
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.
Determinants of Children’s Enrollment in Selected Pre-Schools in Tana Delta Sub County, Tana River County, Kenya
(CARI Journals, 2024-03) Ntondwe, R. Walakisa
Purpose: The purpose of the Study is to gather useful information on the determinants of children’s enrollment in pre-schools, the study was guided by the following research question “How do parents’ attitudes towards pre-school education influence pre-school enrollment?” Literature was reviewed under the following sub heading; parents’ attitude towards early learning and pre-school enrollment. Methodology: The researcher employed use of survey method to gather data, simple random was used in sampling respondents. Findings: The study found out that Parents’ Attitude towards Pre-School influences children’s enrolment as majority (75%) of the parents in the study indicated that pre-school education was important to the child. This shows that majority of parents had a positive perception of preschool education. Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government should include pre-schools into free primary education and financially support the school feeing program. The County Director of Education Mr M ashengu was a worried person in the declining enrolment of early learners, a view shared by the Director of Preschools, TanaRiver County, Mr Abdi Bantta that that the two provided excellent support in solving the puzzle and delve into ways that will significantly reduce the costs incurred by parents’ thereby encouraging increased enrollment.
Research in Economics of Early Childhood Education Programmes
(ISPEC, 2023-09) BEGI, Nyakwara
Globally, millions of children do not have access to early childhood education programmes. Early childhood education programmes are institutions which provide early care and education to young children. The programmes lay strong foundation for children’s development and education. The programmes have many benefits to children, families and economies. The benefits include: Provides adequate school readiness skills, leads to high achievement scores, produces more educated workers, creates more income and increased tax revenues. Investment in high quality early childhood education programmes builds human capital for economic development and breaks the cycle of poverty and inequalities. Countries should use early childhood education programmes as a tool for social and economic development.
Influence of Teacher’s Characteristics on Implementation of Competency-Based Curriculum in Pre-Primary Schools in Juja, Kiambu County, Kenya
(IAJSSE, 2023) Nthiga, Jane Wawira; Wambiri, Gladwell
Many education stakeholders are concerned because the implementation of competency-based curriculum has been delayed and fraught with difficulties. In Juja, Kiambu County, Kenya, the study aims to analyze the impact of teachers' characteristics on the implementation of competency-based curriculum. The objectives included; to examine the influence of teacher training, teachers’ experience, teachers’ attitude on implementation of competency-based curriculum in pre-primary schools on implementation of competency-based curriculum. The Curriculum Implementation Theory guided the research. The study took a mixed methodologies approach with a concurrent triangulation research design. A total of 304 respondents were surveyed, with 76 headteachers and 228 pre-primary teachers making up the target population. Yamane's Formula picked a sample of 172 from this group. Based on the number of zones in Juja Kiambu county, stratified sampling was utilized to establish four separate strata. Three headteachers and 40 pre-primary teachers were chosen via purposive sampling from each zone, with a focus on pre-primary schools that had experienced significant difficulties implementing competency-based curriculum. The researcher was able to obtain a sample of eight headteachers and 160 pre-primary teachers using this sampling strategy. Data was collected from pre-primary teachers using questionnaires, while headteachers were interviewed using an interview guide. To establish validity and reliability, piloting was undertaken among 17 respondents from a sample of pre-primary schools in Juja Kiambu county. The validity of the study was assessed by experts in early childhood studies and university supervisors. The test-re-test approach was used to determine reliability. Using the Cronbach Alpha Method, a reliability index of r=0.75 was obtained, indicating strong internal reliability. Data in quantitative nature was analysed with the use of Chisquare and presentation was in tables and figures. Themes were used in analyzing qualitative data and displayed in narration. The study concludes that a substantial number of teachers in pre-primary schools had not been trained on how to execute the curriculum. All pre-primary school teachers had a negative attitude toward the curriculum and were unwilling to execute it due to a lack of ability to do so due to a lack of proper in-service training on how to do so. The study recommends that the government of Kiambu County should establish a regular in-service training program to prepare pre-primary school teachers to apply the curriculum. Teachers should strive to ensure the use of learner centered approaches in spite of the obstacles like heavy workload, lack of adequate time in the implementation of CBC and limited resources.
Teacher-Efficacy a Determinant of Use of Collaborative Instructional Strategy: A Case of Lower Primary Grade Teachers in Mombasa City, Kenya
(IJRISS, 2023) Shiundu, Prisca Maseyi; Ong’ang’a, H.M Ouko
In the 21st century, education world over is quickly changing to embrace pedagogical approaches that enhance the acquisition of the needed competencies. This study sought to investigate teacher-efficacy as a predictor of teachers’ use of collaborative teaching learning strategy. The study locale was Mombasa city county, Kenya. The study population included both public and private lower primary school teachers. The study adopted descriptive research design. A sample size of 113 schools where a sample of 12 head teachers and 24 lower primary teachers formed the study sample. Data was collected using questionnaire, interview and observation schedule. Data was sieved and analyzed using descriptive computation of frequencies and percentages. The study findings revealed that teacher efficacy is an important determinant of teachers’ use of collaborative technique. The study recommended the need to retool and empower teachers in order to boost their efficacy and readiness in teaching. Further research should be conducted to determine teachers’ motivation levels against their service delivery.
Decision Making in Shifts to Online Teaching, Analysing Reflective Narratives from Staff Working in African Higher Educational Institutions
(MDPI, 2023) Coughlan, Tim; Goshtasbpour, Fereshte; Mwoma, Teresa; Makoe, Mpine; Aubrey-Smith, Fiona; Tanglang, Nebath
Many higher education institutions moved from in-person to online teaching during the COVID-19 pandemic, but these shifts have a longer history and potential. They require challenging individual and collective decision making by staff, beyond their usual repertoire of practice. This paper, therefore, aims to understand the nature of decisions that staff made as they moved to online teaching, the reasons, processes, and reflections on the perceived impacts. Eighty-four participants with diverse roles connected to moving online from four institutions across Africa were purposively sampled. Using a constructivist paradigm and qualitative approach, participants were invited to describe decision-making experiences through short narratives with prompts around their context, decisions, and impacts. Twenty-two of these participants attended a workshop to augment the narrative data and identify good practices. Qualitative analysis directed by Activity Theory concepts revealed that decisions related to policy and rules, pedagogy, community, and technology were frequently cited by participants. The main objective expressed in these narratives was maintaining the continuity of education for students. However, mixed impacts were observed on student engagement, and further decisions were made in response to this. Common challenges related to tools and technology, and similarly, the biggest tension for implementing the decisions was found between tools and technology and the participants or their communities. Good practices include updating policies and introducing continuous assessment. Implications for reflective professional practice are discussed, including how previous practices are initially drawn on to try to reproduce in-person teaching online but then adapt in recognition of the tensions this raises.
Parent-Child Interaction and Pre-Schooler’s Level of Writing Readiness
(Journal of Education and Practice, 2020) Rabok, Daniel Achero; Mwoma, Teresa Bitengo
Parenting education programmes have been found to promote good parent-child interactions in their households. Consequently, benefits in academic success, proper development of a child, prevention of child maltreatment and child aggression, have been associated with these programs. This article reports findings of the study conducted in Siaya county, Kenya to establish whether parenting education programmes influence writing readiness skills of children. A sample comprising 196 caregivers and their preschool children participated in the study. Questionnaire and learners’ writing tests were used to collect data from caregivers and preschool children respectively. To ensure validity of the instruments, content analysis was done. Descriptive statistics including means, standard deviation and percentages were used in summarizing data while Pearson Product Moment correlation coefficient was used to analyse the data with the help of Statistical Package for Social Sciences version 20. The study revealed an existence of a significant relationship between parent-child interactions and level of writing readiness of preschool children
Teacher Training and Experience on the Use of Improvised Learning Resources in Pre-Primary Schools in Meru County, Kenya
(Reviewed Journals International, 2023) Idah, kiambi Nchugune; Esther, Waithaka
Use of improvised learning materials has been found to play a big role in performance of students learning worldwide. Despite this realization, the present scenario in most pre-primary schools in Kenya is that there is deficiency of learning resources. Although this has been attributed to inadequate funding of pre-primary education by the government, it is not clear why teachers who are supposed to improvise teaching materials fail to do so in order to address the shortfall. Therefore, the study aimed to determine how teacher Level of Training and teacher Experience factors influence the use of locally available materials in pre-primary grades in Meru County. The Constructivist Theory by Jerome Bruner was utilized to direct the study using the correlational research method. The South Imenti Sub-county in Meru County, Kenya was the study locale with a target population of 316 pre-primary school teachers. The study employed stratified, purposive and simple random sampling, through which a sample of 95 respondents forming a 30% of the target population was obtained. Pilot study was carried out in two pre-primary schools. The validity of questionnaires was decided through expert judgment who scrutinized the items in the instruments to ensure that they are relevant and adequate. Split half technique method which included frequencies and percentages. Inferential statistics that included Pearson Product Moment of Correlation Coefficient was employed to determine how the variables relate to each other while qualitative data was analyzed thematically. The study found that teachers’ level of training, teachers’ teaching experience had a positive and significant influence on the use of improvised learning resources in pre-primary grades in South Imenti Sub County. The study concluded that teachers from both public and private pre-primary schools in Meru County, Kenya had not achieved the highest level of training. Majority of the head teachers had Bachelor of education as their highest training certificate. Both public and private pre-primary schools had retained their teachers for a longer period as majority of them had worked for a period ranging from 6 to 10 years. However, the head teacher had less teaching experience in the current school as majority of them had stayed for only one year. The study recommended that the government should ensure that all pre-primary school head teachers and teachers achieves a higher learning certificate through establishing a proper career growth path. Pre-primary schools’ management should retain the head teachers and teachers in their current school for a longer period of time so as to encourage them gain more experience in the use of improvised learning materials in the present environment.
Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2021) Magoma, Phyllis M; Waithaka, Esther; Mwoma, Teresa
Professional identity is a noteworthy aspect of the teachers’ professional lives. This is because it influences the manner in which they do their work, retention and productivity in their places of work. This article presents findings from a PhD study that aimed at establishing the status of pre-primary and lower primary teachers’ professional identity and exploring factors influencing it. Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation was used to guide the study. The study used concurrent triangulation research design. The dependent variable was early year’s education teachers’ professional identity, while the independent variable was the type of school. The study was conducted in Kasarani Sub-County in Nairobi County, Kenya. The sample size consisted of 220 teachers and 44 head-teachers in both public and private primary schools. Questionnaires and interview schedules were used to collect data which was then analysed using qualitative and quantitative methods. Findings from the study revealed that pre-primary and lower primary teachers’ professional identity was weak. It was recommended that school management, county and national governments, and other key stakeholders should aim at addressing issues that weaken early year’s education teachers (EYET) professional identity

Browse

Recent Submissions