PHD-Department of Early Childhood Studies

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Inclusive Instructional Practices Influencing Competency-Based Curriculum Implementation For Early Years Learners with Disabilities in Primary Schools, Nairobi City County, Kenya
(Kenyatta University, 2023) Otieno, Owino Clifford; Beatrice Bunyasi Awori; Rachel W. Kamau-Kang’ethe
Inclusive education is fast taking centre stage in most educational programmes globally. It is therefore incumbent for all curricula and educational programs changes and implementation to take cognizant of this fact. This study focused on the inclusive instructional practices influencing inclusion of Early Years Learners with disabilities in the implementation of the competency-based curriculum (CBC) among primary schools. The study was to investigate the influence of inclusive instructional practices on CBC implementation for early years learners with disabilities who were learning in regular primary schools in Nairobi City County Kenya. The objectives of the study were to; establish an association between teachers’ training in SNE and their implementation of CBC for EYL with disabilities in primary schools; determine the association between instructional methods adaptation and CBC implementation for EYL with disabilities in primary schools; determine the instructional material resources adaptation and CBC implementation for EYL with disabilities in primary schools and to analyse the assessment strategies adaptation and CBC implementation for EYL with disabilities in primary schools. The study was premised on the theory of Complexity and Education by Davis and Sumara (2006), which holds that the fruitfulness and range of systems in which ambiguity and uncertainty occur, should be embraced. A concurrent embedded design based on the mixed-method approach was employed. The study location was Nairobi City County, Kenya. A target population of 657 participants was used with a sample of 16 head teachers, 48 teachers, and 2 Educational Officers. Stratified, random sampling and purposive techniques were employed to select the locale and the study sample respectively. Questionnaires, check-list and interview schedule were employed to collect data. Piloting was done in one school with a special unit and helped test the efficacy of the instruments. Cronbach's alpha coefficient of r>=.75 was deemed fit for reliability. Data were analysed using descriptive and inferential statistics. Statistical Package for Social Sciences version 22 was used. Research hypotheses were tested using chi-square (X2) at at a significant level of α ≤ .05. Findings of this study revealed that neither teachers with high nor low levels of training in SNE had significant association with the level of implementation of CBC with the learners with disabilities in the regular class and that teachers with a high mean score on instructional methods adaptation for learners with disabilities also had high mean scores on CBC implementation in regular class. Teachers with high mean scores on instructional material methods adaptation also had high mean scores on CBC implementation for learners with disabilities in regular class and that teachers with high mean scores on assessment strategies adaptation also had high mean scores on CBC implementation for learners with disabilities in a regular class. It was concluded therefore that majority of the teachers were not trained in SNE for the adaptation and implementation of CBC for the learners with disabilities. Further, Schools still did not employ alternative instructional methods for adaptation and implementation of CBC for learners with disabilities and lacked alternative instructional material resources for adaptation and implementation of CBC for early years learners with disabilities. Finally it was revealed that schools did not employ alternative assessment strategies for adaptation and implementation of Competency-Based Curriculum for early years learners with disabilities. The study recommended the need for mass training of early years primary school grade teachers in Special Needs Education to enable them employ appropriate instructional and inclusive of learners with disabilities in implementation of CBC.
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.
Relationship between Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya
(Kenyatta University, 2021) Isaboke, Harriet Gesare; Gladwell Wambiri; Maureen Mweru
Globalization and demand for twenty first century skills have led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. The study was guided by four specific objectives which include: to establish the relationship between pre-primary school teachers‟ extent of training in CBC and their ability to implement the CBC, to determine the relationship between pre-primary school teachers‟ perceptions towards CBC and their ability to implement the CBC, to establish the relationship between teacher‟s technological skills and their ability to implement the CBC and to identify challenges teachers face in implementation of the CBC in Nairobi City County public pre-primary schools. The study was informed by the Concern-Based Adoption Model by Hall, Hord and Rutherford (2006). The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 pre-primary school managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore, the study had a sample size of 180, which comprised of 45 head teachers, 45 pre-primary school managers and 90 pre-primary school teachers. Questionnaire, interview schedule, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach‟s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences (SPSS) Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers‟ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. In addition, it was established that there was no significant relationship between teachers‟ perceptions about CBC and their ability to implement the Curriculum with a significance value of p=0.603>0.05. In addition, the study established that there was a significant relationship between teachers‟ technological skills and their ability to implement the Curriculum with a significance value of p=0.001<0.05. Further, it was established that the teachers faced a lot of challenges which hindered effective implementation of the curriculum. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively. Further, the County Government should construct more classrooms, employ more teachers and provide adequate CBC teaching–learning materials to cater for the high enrollment in public pre-primary schools. Finally, 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.
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.
Relationship between Pre-Primary School Learning Environment and Utilization of Instructional Materials by Teachers in Nyeri County, Kenya
(Kenyatta University, 2021) Karaigua, Waigera Joseph; Maureen Mweru; Lucy W. Ngige
Studies show that public pre-primary schools in Kenya are characterized by understaffing, congested classrooms, inadequate instructional materials and poor working conditions for staff which contribute to poor teaching and learning processes in ECDE. The current research was designed to fill existing gaps in knowledge on the determinants of utilization of instructional materials by ECDE teachers in Nyeri County. The research was guided by the Cognitive Theory of Multimedia Learning Framework (CTML) and Ecological Systems Theory. The specific objectives of the research were to: assess the demographic characteristics of ECDE teachers, determine the teachers’ attitude to utilization of instructional materials, assess the availability of teaching-learning resources, establish the availability of educational media and establish the teachers’ level of utilization of instructional materials. The study applied a correlational research design on a random sample of 164 teachers drawn from 132 public pre-primary schools in Nyeri County. Questionnaires were used for gathering data. Thematic approach was used to analyze qualitative data while quantitative data was summarized using descriptive statistics such as frequencies and percentages. There were four variables whose effect on the dependent variable was studied namely teachers’ age, experience, teachers’ attitude scores and class size. Hypotheses were formulated and tested in order to establish whether teachers’ age, years of teaching experience, teachers’ attitude scores and number of pupils in a class were significantly related to utilization of instructional materials in ECDE. The inferential statistics selected included Chi-square test, Pearson correlation coefficients and regression. Findings showed that female teachers were predominant and had attained a diploma or undergraduate degree, majority were professionally trained teachers in ECDE with long teaching experience and had positive attitudes to instructional materials in ECDE. The findings showed that pre-primary schools had adequate teaching-learning resources and diverse instructional media for use in curriculum delivery. The number of pupils ranged from seven to forty nine children in a pre-primary class. The hypothesis test results revealed that years of teaching experience and teachers’ positive attitudes were strong positive predictors of utilization of instructional materials. However, large numbers of pupils in class was found to be a strong negative predictor of utilization of instructional materials. It was concluded that the factors that had the greatest contribution to utilization of instructional materials were teaching experience, teachers’ positive attitudes and a small class size. Teachers’ age was not a significant predictor. It was recommended that in order to enhance effective instruction at ECDE level, there is need to adhere to the recommended teacher-pupil ratio for early learners, and to develop a policy on the provision and use of instructional materials.
Physical Disabilities Induced by Road Traffic Accidents and their Effect on Academic Achievement of Survivors’ Children in Kiambu County, Kenya
(Kenyatta University, 2021) Mpekethu, Mutia Jacob; Franciscah Irangi Wamocho; Beatrice Bunyasi Awori
The purpose of this study was to assess the disabilities induced by Road Traffic Accidents (RTAs) and their effect on the academic achievement of the survivors’ children in Kiambu County, Kenya. A descriptive research design was utilized involving both qualitative and quantitative techniques. The target population was 210 road traffic accident survivors, 420 children, one senior authority from the Ministry of Education and another official from the County Government of Kiambu. Purposive sampling method was utilized to sample survivors who had lived with the disability for a time of not less than 5 years. An aggregate of 126 participants were involved during data assortment. Questionnaires were used to collect data from the RTAs survivors and their children, interview guides were used to collect data from the senior official from the Ministry of Education and the county government official. Finally, document analysis was used to collect data on the academic performance of RTAs survivor’s children. Quantitative information was analysed descriptively and inferentially based on need and relevance. Qualitative information was analysed through thematic prose conversations. Information was presented utilizing Tables and Figures. The discoveries show that majority (82.1%) of the learners had the option to proceed with their studies after the mishap, yet some needed to change their learning institutions because of unaffordable fee rates or had to move to upcountry. Further, the investigation findings likewise discovered that majority (88.1%) of guardians couldn't uphold their kids' instructive undertakings which saw a majority (88.89%) of the kids fail to accomplish their scholarly achievements. From the paired T-Test results, it was tracked down that the mean difference in scholastic results of the offspring of RTAs survivors prior and then after the accident was statistically significant at (p=0.000<0.05). It was found that the majority (90.5%) of RTAs survivors and their youngsters got no type of help from any association, insurance agency or government offices. The investigator tracked down that the connection between the survivors and their youngsters with the local people turned out to be more terrible after the accident. It was also found that the majority (76.2%) of the respondents agreed that there were stereotypes associated with disabilities in general, but more specifically, there were those directly associated with RTAs. From the interview, it was discovered that there were no particular strategies focusing on RTAs survivor's kids for their instructive accomplishment. The investigation prescribes the Ministry of Education to foster a policy framework that guarantees RTAs survivors’ children of continued education without disruption. It should make it compulsory that the offspring of RTAs survivors are deliberated when budgeting for allocation on special needs youngsters to guarantee that their schooling undertakings are accomplished.
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.
Type of Preschool an Important Factor in Determining Fathers’ Support for their Children’s Education
(International Knowledge Sharing Platform, 2013) Mwoma, Teresa Bitengo
Research has shown that father’s involvement in children’s education influence how children perform in education. While this is critical, the type of school the child attends is of great importance in determining whether fathers get involved in children’s education or not. This paper therefore presents research findings of a study conducted in Gucha District of Kisii County with regard to type of school and fathers’ involvement in children’s education. A sample size of sixteen preschools drawn from public and private sponsored and both from rural and urban set up were selected for this study. Further a sample size of 160 children and 160 fathers to the selected children were sampled for the study. Fathers were given a self report questionnaire with items requiring them to indicate their involvement in children’s education. Findings revealed that fathers with children in private sponsored preschools were more involved their children’s education than fathers with children in public sponsored schools. Fathers were involved more in checking whether children have done homework, buying books, paying school fees and attending school meetings.
Influence of Resources, Knowledge, Capacity Building and Cooperation on Delivery of Quality Services by Early Childhood Education Officers in Kwale County, Kenya
(Kenyatta University, 2019) Makoti, Ntembe Mwanasaid
The quality of Early Childhood Development and Education (ECDE) services given to children in their early years is essential for proper growth and development. Provision of these services begins with the parents i.e. mother and father and at pre-school level teachers and other stakeholders in education get involved. The specific objectives of the study were to; determine whether availability of resources influence delivery of quality ECDE services, establish whether ECDE officers‟ knowledge influence delivery of quality ECDE services, find out whether capacity building of parents influence delivery of quality ECDE services, examine the influence of cooperation between ECDE officers and parents and determine whether parents‟ knowledge on importance of play materials influences delivery of quality ECDE services. The study was guided by the Social Systems and Performance Management theories. Descriptive Survey Design was adopted targeting parents from ECDE centres and ECDE officers in Kwale County. The independent variables were availability of resources, knowledge in ECDE, capacity building, cooperation and knowledge on importance of play materials while the dependent variable was quality ECDE services. The study population comprised of nine hundred and fifteen parents (915) from all ECDE centres and twelve (12) ECDE officers in the county. Purposive sampling was used to select the county while stratified random sampling technique was used to select the parents from the sampled ECDE centres. A sample size of 120 parents was therefore selected from the sampled ECDE centres while all twelve (12) ECDE officers were selected. Questionnaires and interview schedules were used to collect data from the ECDE officers and parents respectively. A pilot study was conducted in Kwale County for the parents and in Mombasa County for the ECDE officers. The test-retest method was used to test the validity and reliability of the instruments. Descriptive statistics were used to analyze quantitative data. The analysis was aided by the Statistical Package for Social Sciences (SPSS) software. The quantitative data was presented in percentages, tables and graphs while qualitative data was categorized in themes then reported in prose form alongside the quantitative data. The study results showed that majority of the parents (90.8%) were aware of the importance of ECDE and use of play materials. Further, it was established that resources for ECDE officers were inadequate, there was no cooperation between ECDE officers and parents and that there was no capacity building for the parents. This had a negative impact on delivery of quality services. The study concluded that delivery of ECDE services was wanting and below par. The study recommended that the county government should provide adequate resources to ECDE officers, provide enough funds for capacity building and for further research. Support and cooperation between ECDE officers and parents/other ECDE stakeholders should be strengthened at both the County and National level.
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.
Instructional Strategies and Resources used in Teaching Reading: An Implication on Grade Three Pupils’ Reading Skills in Nairobi County, Kenya
(Kenyatta University, 2019-02) Ngure, Winfred
Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schoolsand little has been done to find out how different instructional strategies used in lower grade schools influence learners‟ acquisition of reading skills. The purpose of this study was,therefore,to establish the use of instructional strategies and resources on acquisition of reading skills among Grade Three Pupils inEmbakasi, Nairobi County, Kenya. The study objectives were: to establish levels of reading skills among the Grade Three Pupils,to explore selected instructional strategies used in Grade Three teaching of reading in Nairobi County and to examine the teachers‟ use of instructional resources in teaching and learning reading with the Grade Three Pupils in Nairobi County. The research was guided by Holdaway‟s Theory of Literacy Development and supported by Instructional Theory by Robert Gagne. The study used mixed methodology approach on a target population of 225headteachers from 225 primary schools, 675Grade Three teachers and30,000Grade Three Pupils, totaling to 30,900. Sample size of this study comprised 10 headteachers, 30 Grade Three teachers and 150 Grade Three Pupils. Research instruments were questionnaires for Grade Three teachers, interview schedule for headteachers, class observation checklist and a reading test for the Grade Three Pupils. Pilot study was done to pre-test the instruments and content validity was determined. Reliability was ensured through test retest and a Cronbach Alpha Coefficient with index of 0.7 obtained. Data was collected from headteachers, Grade Three teachers and Grade Three Pupils and its analysis began by coding the field data. Qualitative data were analyzed thematically following the research objectives while the quantitative data were analyzed using descriptive statistics whereby frequencies and percentages were used. Inferential statistics used ANOVA and data presented using frequencies, tables, percentages and charts. The study established that50% of the pupils were below average in reading of letter and letter sound recognition, 57.1% in sentence and paragraph reading, 53.6% in story reading and a mere 60.7% in comprehension skills. The study also revealed that majority 78% of the teachers agreed that small reading groups as opposed to large groups are effective in improving class three reading skills.Most of the teachers 60.7% indicated that reading books were scarce. The study recommended that MoE should provide refresher courses to teachers on teaching methodologies that would improve reading skills among the Grade Three pupils and that teachers should form small reading groups which provide every learner with an opportunity to actively participate in reading activities. Other stakeholders like parents and teachers should come together and develop learning resource s to help in bett er acquisition o f reading skills.
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.
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.
Influence of School Contextual Dynamics on Acquisition of Reading Skills among Standard Three Pupils in Kisii County, Kenya
(Kenyatta University, 2018) Ogetange, Teresa Binsari
Reading is the most significant basic academic skill that influences learning at all levels and other academic subjects. It is the most indispensable skill learners attain as they advance through Standard 1-3. Globally, reading has been recognized as a fundamental skill contributing to academic success in the formal education system. However, in Kenya, a significant number of pupils are unable to read at the primary school level. In Kisii County, in particular, reading levels among pupils is less than 30% of the National Standards. Thus, the purpose of this study was to assess the influence of school contextual dynamics on the acquisition of reading skills amongst Standard III pupils in Kisii County. The objectives of this study were; to assess the levels of reading skills amongst Standard III pupils, to establish the influence of school literacy environment, teachers’ characteristics and teacher-pupil ratio on the acquisition of reading skills and to find out the strategies schools adapt to promote the acquisition of reading skills. The study was guided by Bronfenbrenner’s Ecological Systems Theory and Uta Frith’s Stage Theory. The study adopted a mixed method approach and thus applied descriptive survey research design. The target population was 3234 consisting of 77 head teachers, 77 Standard III teachers and 3080 Standard III pupils from which a sample of 30% was selected. A Questionnaire, an interview guide, observation checklist and a pupils’ reading test were used to collect data. Validity was established through expert judgment and Reliability was established using test-retest technique and reliability coefficient, r = 0.817 was obtained using Cronbach Alpha Method which indicated high internal reliability. Data was analysed both qualitatively and quantitatively. Qualitative data was analysed thematically along the study objectives whereas the quantitative data was analysed descriptively using frequencies and percentages and inferentially using ANOVA to test the hypotheses and presented using tables and charts. This study found out that the school-literacy environment influences the acquisition of reading skills. Female teachers were better at teaching reading than their male counterparts, while the teachers’ qualifications had a positive impact on learners’ reading skills acquisition. Higher pupil-teacher ratio negatively affected the acquisition of reading skills among pupils and inadequate of training of teachers in reading skills greatly led to poor reading skills among pupils. The study recommends that the Ministry of Education and other educational agencies should ensure that there are adequate learning facilities in primary schools that enable pupils to adequately acquire reading literacy skills, language teachers should be given regular capacity building courses on reading to make them cope with changing time and the government and other educational agencies should ensure that the teacher-Pupil ratio is as low as possible in order to promote reading skills acquisition in primary schools.
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.
Home literacy environment and development of early literacy abilities of 3-4 year-old children in Kakamega Central Sub County, Kenya
(2017-11) Opiyo, Rose Atieno
Literacy development is a multiplex process that begins at birth, continues throughout life and is fostered through stimulating interactions within two instructional environments. Home is the first primary literacy resource that affords a child the best opportunities for literacy practice. A parent is the first primary educator and a potent force in shaping a child’s literacy. By creating literacy-rich homes, parents provide a head start and thrust forward into a child’s literacy journey, academic and life success. In Kenya, school related factors contributing to literacy development are well documented. However, how the home context stimulates literacy development has not received sufficient research attention. Guided by the belief that developmental antecedents underlying literacy development are found prior to onset of formal schooling and, that deficiencies become monumental as they accumulate exponentially over time, this study examined the influence of Home Literacy Environment on development of early literacy abilities among 3-4-year-olds in Kakamega Sub-county Kenya. Specifically, the study sought to establish the relationship between Parents’ Demographic Characteristics, Parental Literacy Beliefs, Parent Child Literacy Practices and Home Educational Resources on development of early literacy abilities of 3-4-year-old children in Kakamega Central Sub County. Anchored on bio-ecological systems theory by Bronfenbrenner and the Emergent Literacy theory by Clay, the study employed Mixed Method Research approach. Specifically, cross sectional and corelational research designs. Respondents were 3-4-year-old children (average age=45months) and their caregivers. Based on stratified, purposive and simple random sampling techniques, 72 children, 72 parents/guardians and 24 preschool teachers from 12 public attached and 12 privately owned preschools within the urban, sub-urban and rural locations of Kakamega Central Sub County were selected and responded to the study. Qualitative data was obtained by means of questionnaire and Focus Group Discussion guides. Quantitative data was generated from indices, scales and checklists of Parent Literacy Beliefs, Parent- Child Literacy Practices and Home Educational Resource. An adapted assessment tool, Dynamic Indicators of Basic Early Literacy Skills estimated early literacy abilities of 3-4-year-old children. Piloting was done in three preschools and inter-rater reliability of qualitative data was established using Cronbach’s alpha statistics. Qualitative data was coded to create thematic categories and presented using descriptive statistics. Pearson’s Moment Correlation Co-efficient established relationship between variables, ANOVA determined mean differences among study variables and Multiple regression measured the quality of the prediction of the early literacy skills attainment. Results revealed that age, gender, family size, parental education level and income are not only key facilitative factors for parental involvement but also significant predictors of early literacy outcome. Parental belief system, literacy practices and availability of home literacy resources were more powerful predictors of ELSs of young children. Developmentally appropriate settings, language enriched communication environment that comprised of printed materials and social support from caregivers were identified as special ingredients that encouraged early forms of reading and writing to flourish and develop into conventional literacy. These were provided at varying levels within the three stratified locations of Kakamega Central Sub-county. High SES households provided stimulating home literacy environment than low SES households. Pre-kindergarteners from high SES households had superior early literacy skills. The study recommends that families be incorporated more explicitly within development and educational agenda of young children. Family literacy programs should be designed with adequate attention to PLBs, HERs and PCLAs for a strong literacy foundation before formal literacy instruction in Kenya.
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.
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.
Teachers’ motivation as determinant of inclusive education in early childhood centers, Kampala District, Uganda
(Kenyatta University, 2016-09) Busingye, Evangelista
Studies from other countries with different social economic and political environments have identified teacher motivation as one of the factors that enhance Inclusive Education, while those specific to Uganda were yet to be determined. Whereas the Inclusive Education Act of 2011 was enacted in Uganda to ensure that all children benefit from education, teacher motivation still remained a challenge as many children remained left out. The purpose of the study was to establish teachers’ motivational factors that influence the implementation of inclusive education in ECD centres in Uganda. The study specifically explored strategies currently used in motivating teachers in the implementation of Inclusive Education in early childhood and examined ; basing on Vroom‘s (1964) Valency Instrumental Expectancy theory how teachers’ attitudes, competency and satisfaction influence implementation of Inclusive Education. The study employed a descriptive survey research design, with qualitative and quantitative approaches. A non-random sample of MOEs officials, head teachers, inspectors of schools and teachers plus a random sample 355 teachers of lower primary and pre-primary classes participated in the study. Respondents were selected from the five divisions of Kampala Capital city in Uganda namely: Central, Kawempe, Makindye, Nakawa and Rubaga. A structured questionnaire (α=.824, CVI= 0.86) interview schedules (CVI=.81, CVI= .75) and focus group discussion guide (CVI= .80) were used to collect data. Frequency tables and content analysis were used to present and analyse the findings. Findings revealed that low salaries, lack of professional development and poor conditions of service led to low job satisfaction and neutral attitudes that prevented teachers from using the skills they had to implement inclusive education in ECD centres. It was concluded that stakeholders in education should seriously address de-motivating factors to empower teachers implement inclusive education more effectively. A large scale study is required to identify other possible factors that can motivate teachers in inclusive settings. It is recommended by this study that different teacher support programmes should be established to ensure that children are fully supported in inclusive education.
Parents’ participation in the boy-childs’ education: A case of class three children in Nyeri County, Kenya
(Kenyatta University, 2016-09) Maina, Anne Wanjiru
Reviewed literature indicates that parents, as the first teachers of their children, influence performance in children’s education especially when fathers are positively involved. Parents are the significant others from whom children learn through observation, imitation and role modeling. Studies done in Kenya focused on parental responses in relation to education without considering that fathers’ and mothers’ roles are different and that their influence on children’s development differs. This study, therefore, sought to establish the role of individual parents in the boy-child’s education and the influence of such role in the boy-child’s academic performance in class three. Objectives of the study included: finding out the extent to which parents participate in the boy-child’s education and the effects of their participation on their academic performance, to investigate whether parents are aware of their roles and influence in the boy-child academic performance, to determine the factors that affect parent’s participation in the boy-child’s education activities and lastly to find out whether there was any significant relationship between the level of parental gender participation and academic performance of the boy-child. The study was quided by two theories: Grolnick’s (2002, 2009) theory of parental involvement and Epstein’s model for parental involvement in education (2002). The study might be of importance to educationists and policy makers. They can use the results to formulate strategies of involving both parents in participating in boy’s education activities that influence academic performance. The study locale was Nyeri County. The study population included: the boy-child in class three their two parents and class three teachers. Stratified, purposive and simple random sampling techniques were used to select 220 boys, 440 parents and 16 class three teachers from 13 public primary schools. Validity of the research instruments was ensured through expert evaluation and judgment on content for validation, tools covered all the study variables and answering respondents’ questions to ensure internal validity. Coefficient of validity index was used to compute the ratings from experts in the department. Reliability was ensured using Cohan Kappa inter rater reliability testing. Questionnaires, interview schedules and document analysis were utilized to collect data. Qualitative data collected through interviews were categorized according to themes and discussed qualitatively. Statistical Package for Social Sciences (SPSS) was utilized to summarize and organize quantitative data for analysis. Quantitative data was analyzed using the Chi-square test and presented using frequency tables and charts which formed the basis for discussions. Chi-square test and odds ratio were used to establish the predictors in the boy-child academic performance. Descriptive research design was used for the study. Findings from the study revealed that parental participation but at a very low level to influence above average academic performance. Other findings revealed that fathers participated more in financial activities while mothers were active in all educational activities including financial activities. Though mothers were more active, Fathers’ influence was a major predictor in the boys’ academic performance. Three factors were cited as hindrances to effective parental participation in the boy-child’s performance in the area of study: income, occupation and lack of parents’ awareness of their roles in academic performance other than paying school fees. The study recommended that parents should be sensitized on their roles in education of the boy-child and be encouraged to assist their children in achieving high academic standards. The schools should also have policies that systematically involve parents in academic activities

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