Teachers’ Training, Teachers’ Attitude Towards use of School Homework as a Method of Teaching and Parents’ Demands in Early Year’s Education

Abstract

Pre-primary school teachers give school homework in the early year’s education to help children practice what they learn in class. The purpose of this study was to establish parents’ and teachers’ perspective on use of school homework as a method of teaching-learning in pre-primary schools. The study sought to determine the extent to which teachers are influenced by different factors to give school homework to pre-primary school children. The study was carried out in Ruiru Division, Kiambu County. The design of the study was descriptive research design. The dependant variable was, the use of school homework as a method of teaching-learning in pre-primary schools and the independent variables teachers’ attitudes towards pre-primary school homework and parents’ demands on school homework. The study population was pre-primary school teachers in Ruiru Division. Simple random sampling was used to select a sample of 45 pre-primary schools from which 153 teachers were selected for the study. The data was collected through questionnaires which were administered to the teachers. The data was then analyzed using qualitative and quantitative methods where the information obtained was organized into themes and concepts using Statistical Package for the Social Sciences (SPSS). The findings revealed that Parents’ demand was one of the factors that contributed to teachers assigning of school homework. In addition, teachers believed that homework used to prompt improved academic performance. The study recommended that teachers should ensure they adhere to ECDE guidelines for appropriate teaching-learning methods. Parents need to be sensitized that homework is not the only option for academic progress for their children. Keywords: Teacher Training, Teacher Attitude, Homework