Influence of Instructional Strategies on Pre-School Children Transition to Lower Primary school. A case of Kikuyu Sub- Urban, Kenya
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Date
2017
Authors
Onyango, Nabwire C.
Murungi, Catherine Gakii
Journal Title
Journal ISSN
Volume Title
Publisher
IJLHSS
Abstract
Transitions are preordained phenomena in the lives of children in the process of
growth and development. Various attempts to enhance transition from pre-school to lower
primary school have led to various effects on the way pre-school teachers have designed
approaches and strategies to accomplish the desired effective transitioning. Nevertheless, the
efforts made have not always led to expected results in transitioning. Therefore this study
seeks to assess the preparedness of primary school teachers in transitioning preschool
children to lower primary education in Kikuyu sub-county. This study sought to find out the
influence of available instructional strategies used by lower primary teachers to enhance
smooth transitioning of preschool learners to lower primary. To achieve this purpose, a
sample of 48 respondents was randomly selected for the study. Questionnaires for teachers
and interview guides for head teachers were the major instruments used to collect data.
Reliability of the instrument was established through split-half method. The result of the
analysis revealed that singing, reading and numbering as the mostly used strategies by
teachers to enhance smooth transitioning of preschool children to lower children.
Description
Research Article
Keywords
Instructional strategies, Transitioning, Pre-school, Lower primary school
Citation
International Journal of Law, Humanities & Social Science Volume 1, Issue 5 (September 2017), P.P. 39-45