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dc.contributor.authorTinega, Josephine
dc.date.accessioned2016-09-06T12:43:06Z
dc.date.available2016-09-06T12:43:06Z
dc.date.issued2016-06
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/14914
dc.descriptionA research project submitted in partial fulfilment of the requirements for the award of the degree of master of education in early childhood education in the school of education, Kenyatta Universityen_US
dc.description.abstractLearners with introverted behaviour experience challenge in acquiring English language skills, namely reading, writing and speaking. Learners who may not have developed skills in the English language earlier may have a disadvantage of translating the same problem to other levels of learning. Introverted behaviour is a major inhibition in peer interaction which may prevent children from learning the language in the company of other children resulting in poor communication skills. The purpose of this study was to find out the influence of introverted behaviour on participation in English language learning activities among pre-unit learners in Kisii County, Kenya. The objectives of the study were to identify types of introverted behaviour among pre-unit learners, to find out the frequency of introverted behaviour on participation of English language learning activities among pre-unit learners, to determine the influence of introverted behaviour on pre-unit learners 'participation in English language learning activities and to establish the interventions teachers employ to enhance participation of learners with introverted behaviour in English language learning activities. This study was based on Piaget's Social Theory, which sought to explain how peer relationships in early childhood contribute to the development of children's moral judgment, reasoning, and perspectivetaking abilities. The researcher used a survey research design using both qualitative and quantitative methods. The researcher sampled 23 pre-schools/ teachers out of the 74 targeted population while 271 introverted pre-school learners out of a total of 2788 children in NyaribariChache, Kisii County were sampled. The study used purposive and simple random probability sampling as well as cluster sampling to obtain schools and pre-unit learners for the sample. Quantitative data was analyzed using simple descriptive statistics such as means, 'percentages and frequencies without testing for statistically significant relationships between the study variables. The results were summarized and presented using tables. Qualitative data were analyzed through narratives categorized into themes. It was established that introverted behavior did exist among the pre-unit children sampled in NyaribariChache, Kisii County. For example, some exhibited shame displayed through hiding the face while others always avoided eye contact during English language activities. Based on the findings of the study, it was recommended that the ECDE county director in the Kisii County government should organize for workshops, seminars and conferences to sensitize all preschool teachers on the dominating characteristics of introversion. This will equip the teachers with skills and abilities to handle the introverted learners to participate in learning activities.en_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleInfluence of introverted behaviour on participation in English language learning activities among pre-unit learners in Kisii County, Kenyaen_US
dc.typeThesisen_US


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