RP-Department of Early Childhood Studies

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Teachers’ level of training in phonics and grade one learner’s achievement in reading skills in Meru county, Kenya
(2025-05) M’amai, Martin Kinyua; Wanjohi, Githinji; Mwoma, Teresa
This study sought to establish whether there is a relationship between teachers’ level of training in phonics and learners’ achievement in reading skills among grade one learners in Meru County. The study was guided by Gough and Tunmer’s Simple View of Reading and Vygotsky’s Social Cultural Theory. A mixed methods design involving descriptive survey, causal-comparative, and quasi-experimental approaches was used. The study targeted 61,870 learners and 1,397 teachers, from which a sample of 400 learners and 248 teachers from 234 schools was selected. Data collection involved semi-structured interviews, lesson observations, and learner assessments adapted from the Hasbrouck Quick Phonics Screener and EGRA tools. Quantitative data were analysed using SPSS Version 28, with descriptive statistics and regression analysis, while qualitative data were analysed thematically. The study findings established that the phonics approach, especially phonemic and phonological components, was minimally used in classrooms. The findings show that the level of training on phonemic and phonological awareness was insufficient. Teachers’ level of training on phonics was linked to higher reading achievements among grade one learners. The more the teachers were trained on varied phonics levels involving phonics elements, the better the reading skills. It was noted that there existed a high positive relationship between teachers’ level of training in phonics and reading achievements among grade one learners in Meru County. At the 5 per cent level of significance, the independent variable (teachers’ level of training in phonics) was statistically significant (p = 0.000 < 0.05). Since the p-value was less than 0.05, the researcher had enough evidence to reject the null hypothesis that teachers’ level of phonics training does not significantly influence the achievement of reading skills among grade one learners in Meru County. The study concludes that there is a strong relationship between the level of teachers’ training in the phonics approach and reading achievements. The higher the level of training on varied phonics, phonemic and phonological awareness skills, the higher the reading achievements. This study recommended that training programmes should focus on comprehensive phonics instruction that covers a wide range of phonics elements. Teachers should be offered continuous professional development opportunities to deepen their knowledge and enhance their phonics teaching skills, leading to improved reading achievement among learners.
Respectful maternal care and by who? perspectives of Somali community at IFO refugee Camp, Dadaab, Kenya
(International Journal of Pregnancy & Child Birth, 2022) Kituku, Jacqueline; Mwoma, Teresa; Gitome, Josephine; Kahumbi, Newton; Ndegwa, Priscila; Mainah, Muthoni; Bagelman, Jen
Respectful maternity care is where women are accorded the freedom to make informed choices, protects them from any form of harm and harassment, provides continuous support during labour and child birth and also upholds their privacy, confidentiality and dignity. Previous studies have demonstrated that any care deemed to disrespect the woman may henceforth determine her care seeking behaviour. In the lacuna created by some forms of disrespect of women of child bearing age in the healthcare system, some women may seek alternative care from traditional birth attendants, who are neither skilled nor able to promptly recognize, manage or refer complications arising during pregnancy, labour, child birth and puerperium. Globally, the high maternal mortality rate is associated with preventable complications which occur during pregnancy, labour, child birth and the puerperium, with those who encounter near misses or who narrowly survive death, end up suffering lifelong disability which affects their quality of life. Services offered by traditional birth attendants (TBAs) continue to be sort by a few women of reproductive age in both rural and urban settings including Dadaab, despite the availability of both public and private health facilities. TBAs are preferred among the Somali community as they are deemed to offer a type of care that is regarded as being respectable to the woman and her family as well as being aligned to their culture and religion. Hence, this study aimed to investigate the perspectives of the Somali community residing in Dadaab refugee camps on respectful maternal care. A qualitative study was conducted at Ifo refugee camp in Dadaab, where three TBAs, two save mothers, two married men and two expectant women were interviewed. Two focused group discussions were conducted among the men and pregnant women. The TBAs and the save mothers were interviewed. The TBAs were also video recorded as they performed some of their activities. Data was coded, categorized into thematic areas and the content was analyzed. The findings demonstrated that TBAs and save mothers accorded the women both social and psychological support during pregnancy, child birth, and postnatal period, and treated them with respect. They accompanied the mother throughout the labour and childbirth and gave her so much encouragement. The findings further revealed that cultural beliefs and practices such as prayer, disposal of the placenta and the gender of the care provider, play a big role in maternal care of the women. The placenta is valued as a significant part of the woman’s body and thus has to be buried according to their culture, as opposed to it being disposed of after giving birth in a health facility. Respectful maternal care should be accorded to all women irrespective of their background and should also be culturally sensitive
Availability of Teaching and Learning Materials on Creative Play Activities among Public Pre-Primary School Children in Bureti Sub-County, Kenya.
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2021) Mitei, Evelyn Chepngeno; Mwoma, Teresa
Creative activities play a critical role in improving intellectual, emotional, and social skills among children. This study aimed to explore the availability of teaching and learning materials on creative play activities among public preprimary school children in Bureti Sub-County, Kenya. The research adopted a descriptive survey design and was guided by Sarah Smilansky’s theory which emphasises the child-centred approach in teaching creativity. Sarah Smilansky’s theory lays emphasis on allowing young children to control their way of learning by stressing self-expression. The population targeted was 135 public pre-primary schools in Bureti Sub-County. Ten per cent (10%) of the target population representing 14 public pre-primary schools was utilised during the pilot study. The sample size for the study was 236 participants. This comprised 92 head teachers and 144 preschool teachers from 121 pre-primary schools in Bureti SubCounty. Questionnaires and observation schedules were utilised to gather data. The statistical package for social sciences (SPSS) version 23 was utilised to organise data for analysis. Quantitative data were analysed using descriptive statistics. The data was presented in the form of percentage tables. The results revealed that (73.9%) of the respondents indicated that there was insufficient learning and teaching materials listing out that the most available materials are manila papers, clay, paints, tires, pencils, and maise corps. The study recommended that learning and teaching resources should be made available by the County Government for learners to use while embracing creative play activities. There is also a need for adequate time to be allocated to play to enhance creative play activities in school.
Female Genital Mutilation: A Religio-Cultural Sensitive Issue Determining Maternal Health Care Choices among Somali Women in Dadaab Refugee Camp, Kenya
(ESI Preprints, 2022-08) Gitome, Josephine; Kahumbi, Newton; Mainah, Muthoni; Kituku, Jacqueline M.; Mwoma, Teresa; Ndegwa, Priscilla; Bagelman, Jennifer
The paper addresses Kenya’s development challenges in maternal health care with a specific focus on the impact of traditional birth attendants (TBAs) and female genital mutilation (FGM) among the refugees. It purposes to achieve four objectives: to discuss the persistence of FGM among Somali women in Ifo Refugee Camp, to establish the hospital process of providing maternal health care to mothers who have gone through FGM; find out the level of preparedness of the midwives to handle mothers with religio- cultural concerns such as prayer, non-involvement of male nurses and how the practice of FGM contributes to the preference of TBA by mothers. The study assumes that midwives’ training may not have effectively addressed FGM, a social-cultural sensitive issue affecting childbirth and care. Secondly, the specific support of midwives in refugee camps contexts remains limited. A qualitative research approach was used in the study, involving Snowballing sampling method, in-depth interviews, and focus group discussions (FGDs). These methods brought out pertinent issues that make TBAs the preferential option for some mothers in spite of the presence of level 4 category hospitals in the refugee camps. In case of birth complications, the mother’s choice for TBA delays the family’s decision to take her to the hospital and for health care workers to save mother and child. The shortage of midwives and the presence of male midwives in hospitals make some Somali mothers seek assistance from TBAs. There is a need to contextualize midwifery training by enhancing the curriculum with evidencebased /mother-centered skills
Challenges Facing Implementation of the Competency Based Curriculum in Kenya: An Urban View
(International Journal of Education and Research, 2021-09) Isaboke, Harriet; Wambiri, Gladwell; Mweru, Maureen
his paper explores challenges teachers face in implementation of the Competency Based Curriculum (CBC) in public pre-primary schools in Nairobi City County. Kenya rolled out the CBC in pre-primary and primary schools in 2018 with the aim of equipping learners with competencies and skills to meet human resource aspirations of Kenya’s Vision 2030 blueprint for development. However, studies have reported minimal use of CBC teaching-learning approaches in public preprimary schools. Therefore, this study purposed to establish the challenges hindering effective implementation of the Curriculum in the schools. The study was based on the Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) and targeted all the 225 public pre-primary schools in the Nairobi City County, with a population of 675 comprising of 450 pre-primary school teachers, 225 Early Childhood Development (ECD) Center Managers. A Questionnaire and an interview schedule were used to collect data from a sample size of 135, which consisted of 45 center managers and 90 pre-primary school teachers. The data was analyzed thematically, the findings showed that implementation of CBC is greatly challenged by lack of adequate learning facilities, lack of adequate training of teachers on how to implement the Curriculum, large class sizes, lack of adequate teachers, lack of adequate teaching-learning materials, ignorance and lack of cooperation from parents. The study concluded that pre-primary school teachers in public preprimary schools faced a lot of challenges which hindered effective implementation of the curriculum. Therefore, the study recommended that the Nairobi City County Government should construct more classrooms, employ more teachers and provide adequate teaching–learning materials to cater for the high enrollment in public pre-primary schools. In addition the County government in collaboration with the schools should sensitize parents to help them understand what CBC is all about and their role in the implementation process
Relationship between Family Breakdown and Pre-Primary School Children’s Learning Outcome in Kiambu County, Kenya
(European Journal of Education Studies, 2018) Ngina, Gatura Pasaka; Mugo, W. Juliet
The rising number of family breakdown worldwide is a great concern for children and families. Divorce and separation destroy the relationship between parents and children. Due to family conflicts and breakdown the child may be pre-occupied with worries at home, withdrawn and not able to fully get involved in school activities hence affecting his/her learning outcome. The purpose of this study was to establish the relationship between family breakdown and a child’s learning outcome in Limuru Zone, Kiambu County. The Humanistic theory by Abraham Maslow guided the study. The study employed the descriptive survey design using a sample size of 10 (63%) public primary schools, 20 (49%) preschool teachers, 134 (10%) parents who divorced or separated with their spouses in the last 6 months to 5 years during the study period and 134 (10%) children of these parents. Questionnaires for parents were used to find out the prevalence of broken families in Limuru Zone and its effects on pre-primary children’s learning outcome while interviews were administered to teachers. A pilot study was conducted in two 3-streamed primary schools using six teachers, 10 parents and 10 children. Validity of the instruments was determined using content validity while reliability was tested through split half technique at a coefficient of 0.7. Analysis of quantitative data was done using means, tallies, frequencies and percentages while inferential data was tested using Pearson’s Product Moment Correlation Coefficient at 0.05 level of significance. The study concluded that family breakdown has significant effects on preprimary children learning outcome and recommended that MoEST should employ trained counselors in all public pre-primary schools to offer help to children as well as parents coming from broken families
Teachers’ Preparednes in Identification of Appropriate Instructional Strategies for Use With Special Needs Pupils in Regular Pre-Schools in Tharaka-Nithi County, Kenya
(European Journal of Education Studies, 2020) Festus, Doris Gatuura; Mugo, W. Juliet
Children with special needs are found in all ages and class levels within the school system. What is of concern is their school performance most of which is below average since they have some difficulties that affect their learning. Use of appropriate instructional strategies by special needs education (SNE) teachers, ensure that such children are actively engaged in meaningful and challenging learning activities that meet their educational needs by use of appropriate instructional strategies. The main objective of this research paper is thus to present findings of a study conducted on the preparedness of teachers with regard to competence to identify appropriate instructional strategies for use with special needs pupils in regular pre-schools in Tharaka South Sub county of Tharaka-Nithi County, Kenya in order to enhance their learning. Gardner’s Theory of Multiple Intelligences was employed to guide the descriptive research study, using the survey oriented. Data were obtained from 31 (30%) regular pre-schools that were randomly sampled from 102 pre-schools and a similar number of pre-school teachers, purposively sampled. using questionnaires for teachers, as well as observation guide. Analysis of data was done both qualitatively and quantitatively. The findings of the study revealed that extra assignments and exercises were the instructional strategies majorly used by teachers (100%), self-pacing (64%), adapting curriculum (22%), remedial classes (53%), repetition of content (67%), and peer tutoring (95%). Chi square test further revealed a significant relationship (X² (4, N=31) =21.47, p<0.80) between teachers’ preparedness in competence to identify appropriate instructional strategies for use with special needs learners. A blend of these strategies has been advocated for by special education scholars for meeting the educational needs of this category of learners. However, to attain maximum gains for these learners, the study recommended that pre school teachers needed to enroll for higher levels of training in order to have a wide knowledge on the trending changes on instructional strategies in special needs education
The Relationship between Children’s Early Language Competencies and Parental Engagement in Learning Activities in Pre-Primary Schools in Busia County, Kenya
(European Journal of Special Education Research, 0202) Onyango, Consolata Nabwire; Begi, Nyakwara; Mugo, Juliet W.
This study aimed to explore the relationship between children’s early language competencies and parental engagement in learning activities in pre-primary schools in Busia County, Kenya. This study used Joyce Epstein's parental involvement model to inform the study, while correlation design was used to guide the study. The target population was pre-primary school children plus their teachers and parents in 67 public schools and 40 private schools. Out of these schools, 7 public schools and 4 private schools were sampled. Early language skills checklist, questionnaire and interview schedules were used for data collection. A pilot study was conducted in two primary schools. Content validity was used to determine the research tools' validity, whereas the reliability of the instruments was established using the test-retest method. When analysing qualitative data, thematic analysis was used, while quantitative data was analysed using inferential statistics, where frequencies, percentages, and means were generated. A t-test and correlation were used to test null hypotheses. Results revealed that average language competencies had a mean score of 2.32 (M=2.32) to average parental engagement, which had a mean score of 2.20 (M=2.20) with a mean difference of 0.12 (M=0.12). The mean difference is 0.12, which indicates that parental engagement had a very small influence on the acquisition of early language competencies. The correlation coefficient between parental engagement with (M=2.20; SD=.874) and language competencies with (M=2.32; SD=.817; t (254) =.832' p=.000 two-tailed) indicated that the relationship between parental engagement and language competencies was positive and had high significance. Averagely, the mean score for parental engagement in private schools was 3.49 (M=3.49), and the mean score for public schools was 1.91(M=1.91) with a mean difference of 1.58 (M-1.58). It was concluded that the majority of parents did not participate in their children's early language acquisition activities. However, parents of children from private schools participated more in their children's language acquisition than parents of children from public schools. This research recommended that public school parents encourage each other to be actively involved in their children’s language activities at home. Parents from public schools should inspire each other to collaboratively work together to support the provision of language teaching and learning resources. Public school administrators and managers should organize workshops for parents to educate them on how they can guide their children on where, when and how to do language activities, how to access educative language resources from the internet, and how to find developmentally appropriate language programs on television.
Influence of Teacher Training on Use Of Music as A Medium of Teaching Mathematics in Pre Primary Schools in Nairobi City County, Kenya
(European Journal of Education Studies, 2019) Macharia, Ruth Nyakinyi; Mugo, Juliet W.; Waithaka, Esther N.
Music is a significant teaching strategy in early childhood education it improves development of young children’s self-confidence, self-esteem and their expression orally and mentally. Despite the fact that, use of music is a strategy that motivates and sustains children’s interest in the learning of mathematics, research studies in this area are scanty. The purpose of this study therefore was to find out influence of preschool teacher training on the use of music as a mode of teaching mathematics within Kasarani, Nairobi County. The study sought to determine the link between preschool teacher training and use of music in teaching mathematics. The descriptive survey research design was used to structure and guide the study. The study’s dependent variable was use of music as a medium of teaching mathematics while the independent variable was preschool teacher training in use of music in teaching mathematics. Random sampling was used to select 15 preschools out of the 30 targeted and purposive sampling used to select 15 head teachers out of 30 and 45 out of 90 preschool teachers. An observation guide and questionnaires were used to collect data for preschool teachers and head teachers. The study findings established a significant association between teacher training and use of music during mathematic instructions. The study concluded that preschool teachers in Kasarani Sub-County were using music to teach mathematics and that trained teachers used music to teach mathematics than their untrained counterparts. The study recommended the Kenya institute of curriculum
Relationship between School Learning Environment and Pupils’ Performance in Mathematics in Nairobi County, Kenya
(European Journal of Education Studies, 2018) Ngusa, Judy; Begi, Nyakwara; Ndani, Mary
Mathematics for young children lays a foundation of basic concepts and skills on which future learning is built. However, despite the role it plays in an individual and society, in Kenya it has continued to be poorly performed by students in national examinations. The purpose of the study was to explore the relationship between school learning environment and pupils’ performance in mathematics. Ecological model by Urie Bronfenbrenner was used to guide the study. The study used descriptive research design. Dependent variable was pupils’ performance in mathematics; while independent variable was school learning environment. The target population was standard three pupils and teachers in Dandora Zone, in Nairobi County. Purposive and stratified random sampling techniques were employed to select the sample of the study. Questionnaire, achievement proforma and observation schedules were used to collect data. Quantitative and Qualitative methods were used to analyse data and results presented using tables and text
Availability of Sanitation Facilities and Its Contribution to Academic Performance of Children in Pre-Primary Schools in Mathare Sub-County in Nairobi City County, Kenya
(European Journal of Education Studies, 0202) Mwangi, Nancy Njeri H; Ndani, Mary
The purpose of this study was to establish the contribution of the availability of sanitation facilities to the academic performance of children in pre-primary schools in Mathare Sub County. The study was built on the theory of Bronfenbrenner's ecological systems theory. A descriptive research design was used to achieve the research objectives. The target population was 68 Early Childhood Development Education centers distributed within Mathare Sub-County. Stratified sampling was used to select 136 teachers to participate in the study. A pilot study was undertaken to establish the reliability and validity of the research instruments. Data was collected using a semi-structured questionnaire. Data were analyzed using Statistical Package for Social Sciences (SPSS) to generate both descriptive and inferential statistics. The study employed an independent sample t-test as well as a chi-square analysis. Data were presented in tables and charts and interpretations were made based on research objectives. Findings revealed that all schools under the study had functional hand-washing facilities. Most APBET schools had one hand washing facility with no soap most of the time. Very few have at least two hand washing facilities with no soap most of the time. All public schools had hand washing and anal cleansing materials. All public schools had hand washing and anal cleansing materials. However, the anal cleansing materials in public schools purposely served the teachers and staff alone. Findings revealed that the majority of schools did not have quality sanitation since an average of only 9 schools could meet the quality standards of sanitation in Mathare slums. Sanitation facilities in pre-primary schools were not fully utilizable as toilets were in pathetic conditions in more than 50% of the schools engaged in the study. the study concluded that there are big deficits in sanitation facilities and materials in the sampled schools of Mathare slums because all schools demonstrated that one toilet could be shared by over one hundred pupils at any given time during school hours. The study recommended that the Ministry of Education should conduct regular monitoring and evaluation of school sanitation and hygiene standards as part of its regulatory roles
Age and Gender as Determinants of School Dropout among Grade 3 Pupils in Korogocho Slums, Ruaraka Sub-County, Kenya
(The Rwandan Journal of Education, 2024) Macharia, Grace Wathanu; Mugo, Juliet W.; Begi, Nyakwara
The purpose of the study was to establish age and gender as determinants of school dropout among Grade 3 pupils in Korogocho slums, Nairobi, Kenya. The study aimed to establish age and gender as determinants of school dropout and intervention measures. A descriptive research design was used. The target population was 1560. Purposive sampling was utilized to sample 9 teachers, 30 parents, 9 headteachers, and 120 pupils. Data was collected using questionnaires, interview schedules, and focus group discussions (FGD). The data was analyzed using descriptive and inferential statistics. Chi-square (X2 ) was used to analyze inferential statistics, where the correlation coefficient significance was 0.05 presented in tables. Based on the study findings, gender greatly influenced school dropout. The study concluded that boys frequently dropped out of school. The study recommended that parents be sensitized on the importance of early childhood education so that they can be involved in their children's education
Adequacy of School Infrastructure and Quality of Early Childhood Education – The Case of Nakuru County, Kenya
(European Journal of Education Studies, 0201) Kariuki, Kiyo Isaac
Early childhood development and education forms a strong foundation for children as they get ready to go through formal education. Many early childhood education centres in Kenya face challenges in regard to necessities that enhance quality education. The study sought to establish the situation that could have led to lack of quality education in ECDE centres in Naivasha. The purpose of the study was to determine the adequacy of infrastructure associated with quality Early Childhood Education in Naivasha central zone, Nakuru County. The study employed the descriptive survey design. The target population of this study was all the 40 public pre-primary schools in Naivasha central zone, the 40 head teachers/managers and all the 120 ECDE teachers. A sample of (20) 50% of the centres were selected using purposive and simple random sampling methods. The research tools used to elicit data were two questionnaires administered to head teachers and ECDE teachers. Observation schedule was used to elicit information on the adequacy of infrastructure and their conditions. Before the main study, a pilot study was carried out in two ECDE centres in order to test the validity and reliability of the instruments that were to be used. The data obtained was analyzed using frequencies and percentages and presented using tables. The researcher found out that financial challenges inhibited the acquisition of materials, equipment and development of standard and adequate facilities. This was accounted for by the fact that free primary education funding does not incorporate ECDE funding. Most parents with children in the ECDE Centers felt that free primary education funds should also cater for ECDE and were therefore reluctant to pay fees. The study, therefore, recommended that the National government through Ministry of Education should allocate or develop a kitty to support early childhood education centres in developing and maintain reliable infrastructural systems.
Headteachers’ and Teachers’ Perceptions towards Smase Programme and Primary School Pupils’ Mathematics and Science Achievement in Murang’a County, Kenya
(International Journal of Education and Research, 0201-08) Gachahi, Michael W.
With support from Japan, the Government of Kenya embarked on implementation of Strengthening Mathe matics and Science Education (SMASE) in-service programme in all primary schools in 2009 with the aim of i mproving pupils’ achievement in the two subjects. However, headteachers’ and teachers’ perceptions tow ards this programme and the effects of those perceptions on pupils’ achievement have not been establishe d. This study therefore sought to determine headteachers’ and teachers’ perceptions towards the SMASE-p rogramme and primary school pupils’ achievement in Mathematics and Science in primary schools in Mura ng’a County, Kenya. This study adopted descriptive survey research design. Data were collected through val idated headteachers’ and teachers’ questionnaires and pupils’ achievement tests in Mathematics and Scien ce. Chi Square (χ²) tests and Pearson correlation coefficient were used to test the null hypotheses (α = .05). I n the study, only headteachers’ perceptions towards SMASE in-service programme had a significant relatio nship with pupils’ achievement in Mathematics, albeit a negative one
A Reflection on Challenges Faced by Deaf Trainees in Effective Social Interaction in St. Angela Mumias Vocational School, Kakamega, Kenya
(Randwick International of Social Sciences (RISS) Journal, 2022-04) Nzioka, Brenda Mumbua; Ong'ang'a, Hudson Ouko; Isanda, Becky
The purpose of the study was to establish the challenges deaf trainees face in their social interactions. The study focused on St. Angela Mumias Vocational School for the Deaf, Kakamega County. The study was anchored on the Theory of Mind by David Premack (1978). A case study design was adopted. The study target was 103, including 95 deaf trainees, one principal, and 7 trainers. Purposive sampling technique was employed to select 3 trainers and the principal, while simple random sampling was used to select 39 deaf trainees. This study adopted a mixedmethods data collection approach. Questionnaires comprising both open-ended and close-ended questions were used to collect data from the principal and deaf trainees. In contrast, semistructured interview schedules were used to collect primary data from trainers. Quantitative data was coded and analyzed using Statistical Package for Social Sciences (SPSS version 21). Descriptive data was represented in the form of mean, median, mode, correlation, frequency distribution tables, graphs, pie charts, and percentages. Qualitative data were coded systematically by hand, analyzed thematically and presented in narrative form. The findings revealed that only 27.8 % of deaf trainees interacted with the hearing trainees and they also do not share their problems and secrets. Based on the results, the study recommends that the government, through the Ministry of Education, decentralize sign language training to the villages and community settings to assist in enhancing communication between the Deaf and the hearing.
Teaching Literacy Skills in Standard One: Challenges Faced By Language Teachers in Rural Areas in Kenya
(International Journal of Science Arts and Commerce, 2017-09) Marisin, Anne Cherotich; Ong'ang'a, Hudson Ouko
The language of instruction stipulated for lower primary by Kenya’s policy on language in education is mother-tongue or Kiswahili, while English is introduced as a language activity. The use of two languages in standard one can be challenging, cumbersome and demanding. The study therefore sought to find out the challenges faced by standard one teachers in teaching English Literacy skills in Ainamoi Sub-County, Kericho county Kenya. The study adopted a descriptive survey design. The study focused on all public and private primary schools in the county. Purposive and stratified simple random sampling techniques were employed. 12 public primary and 8 private primary schools were sampled to participate. This formed a 10% sample size from the private and public schools. Questionnaires were used to collect primary data from the randomly selected standard one teachers and head teachers of the selected schools. Results indicated that the challenges faced by language teachers related more to lack of the necessary and appropriate teaching/learning resources. It was also established that there was severe mother-tongue influence on English. It was found out that teachers employed certain strategies to promote English literacy skills acquisition including building warm teacher/child relationships. It is recommended that the strategies be up-scaled by teachers including improvisation of locally appropriate resources and that further research would be necessary to establish the effects of mixed languages of instruction on English language skills acquisition
Early Learning Experiences and Teacher-Efficacy As Predictors of Pupils‟Competencies in Early Primary School Grades in Rural Kenya
(World Journal of Innovative Research (WJIR), 2018-04) Ouko, Ong’ang’a Hudson
Pre-primary school learning experiences lays a strong foundation for pupils’ later academic progression and achievement. The experiences equip learners with the requisite competencies and abilities for formal and life-long learning including basic literacy and numeracy skills. Premised on this commonality, the purpose of this study was to establish pupils’ academic achievement in literacy and numeracy on entry to standard one and whether pre-primary school learning experiences and teachers’ level self-efficacy predicted pupil’s literacy and numeracy achievement. The study also investigated pre-primary school learning experiences and teachers’ self-efficacy’s predictive value of standard one pupils’ literacy and numeracy achievement. Free primary school in Kenya is mandatory for six year olds irrespective of their backgrounds. Pre-primary school education is therefore not a requirement for joining primary one (Standard one) class. In a typical standard one class in Kenya, one would expect pupils with unequal pre-primary school learning experiences. Teacher’s self-efficacy equally could influence pupils’ academic achievement. Two theories guided this study; Albert Bandura’s self-efficacy theory (1982) and the Ecological Systems theory by Urie Bronfenbrenner (1979). Ex post facto research design was used to guide the study. Variables of the study included pre-primary school experiences, gender, 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 of the sample schools participated. Purposive and stratified random sampling techniques were employed. Eight (8) primary schools formed the sample of the study. A total of six public and two private schools formed the study sample. This was comprised of 16% of the population. The total sample was 154 pupils and eight (8) teachers. Descriptive and inferential techniques were employed to analyze data. Statistical Package for Social Sciences (SPSS) programme was used to analyze data. Means and percentages were calculated and inferential statistics involved Analysis of Variance (ANOVA). ANOVA was used to test, H01, H02, H03 and H04 while H05 was analyzed using multiple regression. A P ≤ 0.05 level of significance was accepted. The findings of the study revealed that pre-primary school learning experiences together with teachers’ level of self-efficacy significantly predicted pupils’ literacy and numeracy achievement. One of the recommendations based on the study findings was that policy makers at both central and county governments should invest substantial resources in pre-primary school programmes in order to improve academic outcomes in primary school level to avoid investing too much too late.
Pre-Primary School Experiences and Lower Primary Pupils’ Reading Literacy Competencies: A Case of Laikipia, Kenya
(World Journal of Innovative Research (WJIR), 0201-09) Ouko, Ong’ang’a H.M.; Nderitu, N. Elizabeth
Reading skills is one of the basic requirements which enable people engage themselves in their daily activities. Reading achievement determines the child’s success in school and eventual career development. School age children are not learning core skills expected at age level. Despite significant gains in expanding access to primary school education literacy outcomes remains significantly deficient. The study focused on influence of pre-primary school experience on pupils’ reading achievement in Laikipia West Sub-county. Ex post facto research design was employed. The target population were grade two pupils in both public and private schools in the sub-county.Quantitative data was tabulated and analyzed by descriptive statistic including frequency and percentages presented through tables and figures. Results revealed that levels of competency in story-reading, word recognition and letter, sound recognition were below average at 60%, 57%, and 50%respectively. From the results, pre-primary experience in key in pupils’ reading achievement, where pupils who attended pre-primary school registering good grades in letter and sound recognition, word recognition and paragraph reading. Recommendations were made that parents be educated on the importance of early year’s education and teachers to design appropriate tasks in order to enhance and boost reading literacy among pupils
Influence of Teacher‟s Qualification on the Quality of Education in Pre-Primary Schools in Nairobi City County, Kenya
(World Journal of Innovative Research (WJIR), 2019-06) Rubia, Yvonne Njeri; Ouko, Ong’ang’a H. M.
The issue of quality education is very critical when it comes to overall performance of pre-primary schools. Despite this tremendous increase in access rate in the sub-sector, provision of quality pre-primary education remains a challenge across the country. The main purpose of this study was to find out whether teachers’ qualification influences quality of Pre-primary school education in Nairobi City County. This study adopted a descriptive survey research design. The study targeted ninety (90) ECDE teachers and fifteen (15) principals. Random sampling procedure and purposive sampling procedure will be used to sample 40 ECDE teachers and 14 principals. Validity of research instruments was measured through content validity. Reliability of the research instruments was determined by carrying out a pilot test of the instruments using another similar group with the same characteristics as the one targeted in the study. The collected data was analyzed using quantitative data analysis approach. Descriptive analysis such as frequencies and percentages was used to present quantitative data collected from teachers and principals.The collected data was analysed with the help of Statistical Package for Social Science (SPSS) version 21.0. Findings indicated that teachers who were well motivated performed their duties with minimal supervision. The study recommended that head teachers should try as much as possible to recruit qualified staff for effective curriculum implementation and encourage the stakeholders to motivate the ECDE teachers to increase their efficiency
Utilization of Teaching/Learning Resources in Teaching Literacy Skills: A Case of Pre-Primary Schools in Bungoma County, Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2019-07) Nasumbwa, Dorice Wanyonyi; Ong'ang'a, Hudson Ouko
The purpose of this study was to investigate the preschool teachers’ utilization of teaching/learning resources to develop literacy skills among preschoolers in Bungoma County. The researcher used a cross-sectional survey approach. The study targeted a population of 290 schools from both private and public schools. Stratified sampling strategy was used to proportionally select a total of 29 ECD centres, a representation of 10% of the targeted schools. Two (2) teachers were picked from each of the fourteen schools selected to participate in the study leading to a total of 58 ECDE teachers. Purposive sampling procedure was used in the study to select all the 14 head teachers from the selected schools. Questionnaires comprising of both open-ended and closed ended inquiries and semi structured interview schedules were used to collect primary data. Qualitative and quantitative data analyses were used throughout the survey. Information was collected through open-ended questions in the questionnaires. Statistical package for social science (SPSS) version was used for data organization. Findings revealed that teaching and learning materials were not sufficient in most primary schools under study. The study concluded that majority of schools did not have resources for teaching and learning literacy skills. However, among the schools which were reported to have such teaching/learning resources did not have sufficient resources for teaching and learning. The overall mean of below 3.0 (mean<3.0) implied that teaching and learning resources were not adequately utilized by teaching in instruction of languages in primary schools under study. The study recommended that the school administration need to push the language department should form departmental guidance and counselling committee composed of HoD language and two teachers. It is recommended that that all stakeholders should be involved in implementation of ECD programmes. These include government, local councils, traditional leaders, political leaders, private sector as well as parents

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