Teacher Factors Influencing Use of Play as a Teaching Strategy in Pre- Primary Schools in Kiambu County, Kenya
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Date
2020
Authors
Njuguna, Grace Kabura
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Globally, play has been found to contribute immensely to the holistic growth and
development of preschool learners. Although local studies have reported that the use
of play in pre-schools is limited, the issue of teacher factors influencing utilization of
play as a strategy for teaching has not received much attention. Therefore, this study
aimed at establishing teacher factors influencing the utilization of play as a strategy of
teaching, in public pre-primary schools in Ruiru Sub-county, Kiambu County. The
objectives of the study were to examine teachers’ use of play as a strategy for
teaching; and the influence of teachers’ attitudes, experience and training on the use
of play as a strategy for teaching in pre-primary schools. The study was guided by the
Theory of Reasoned Action by Fishbein and Ajzen. The study employed the
correlational design. The population targeted comprised pre-primary school teachers
from 32 pre-schools in Ruiru Sub-county. The study applied stratified sampling to
form eight strata. Simple random technique was used to select the respondents from
the strata. The research instruments used were questionnaires and observation
checklist guide. Study instruments were piloted in four pre-primary school teachers
from another similar sub-county. After the fieldwork, all questionnaires were
adequately checked verified. Thematic analysis was used to analyze qualitative data
based on the study objectives and presented narratively. Quantitative data were
organized and analyzed using descriptive statistics and inferential statistics. Statistical
Package for Social Science (SPSS 23) was used to aid the analysis. Findings were
presented using tables and charts. Pearson correlation was used to test the first null
hypothesis while Analysis of Variance (ANOVA) was used to test the second and
third null hypotheses at a significance level of 0.05. All the three-null hypotheses
were therefore, rejected. The findings revealed that use of play as a strategy for
teaching was moderately present in most of the preschools. The findings further
established that there was a significant relationship between teachers’ attitude and use
of play as a teaching strategy. Teachers with positive perception of play were more
likely to use it as a teaching strategy. There was a significant association between
teachers’ training and use of play. Finally, there was a significant positive association
between teachers’ experience and use of play. The study recommended that the
education administration and the school heads should seek to cultivate a positive
attitude among pre-school teachers to ensure that the teachers develop positive
attitudes towards the use of play as a teaching strategy. There is also need to ensure
that the teachers in the pre-primary schools get properly trained and equipped with the
right skills to ensure that they are able to teach the leaners through play as a teaching
strategy. Finally, the study recommended further research on school factors
influencing use of play as a teaching strategy.
Description
A Research Project Report Submitted In Partial
Fulfilment of the Degree of Master (Early Childhood
Studies) in the School of Education of Kenyatta
University
Keywords
Play as a Teaching Strategy, Pre- Primary Schools, Kiambu County, Kenya