Utilization of Teaching/Learning Resources in Teaching Literacy Skills: A Case of Pre-Primary Schools in Bungoma County, Kenya
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Date
2019-07
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Volume Title
Publisher
International Journal of Research and Innovation in Social Science (IJRISS)
Abstract
The purpose of this study was to investigate the preschool teachers’ utilization of teaching/learning resources to
develop literacy skills among preschoolers in Bungoma County.
The researcher used a cross-sectional survey approach. The
study targeted a population of 290 schools from both private and
public schools. Stratified sampling strategy was used to
proportionally select a total of 29 ECD centres, a representation
of 10% of the targeted schools. Two (2) teachers were picked
from each of the fourteen schools selected to participate in the
study leading to a total of 58 ECDE teachers. Purposive sampling
procedure was used in the study to select all the 14 head teachers
from the selected schools. Questionnaires comprising of both
open-ended and closed ended inquiries and semi structured
interview schedules were used to collect primary data.
Qualitative and quantitative data analyses were used throughout
the survey. Information was collected through open-ended
questions in the questionnaires. Statistical package for social
science (SPSS) version was used for data organization. Findings
revealed that teaching and learning materials were not sufficient
in most primary schools under study. The study concluded that
majority of schools did not have resources for teaching and
learning literacy skills. However, among the schools which were
reported to have such teaching/learning resources did not have
sufficient resources for teaching and learning. The overall mean
of below 3.0 (mean<3.0) implied that teaching and learning
resources were not adequately utilized by teaching in instruction
of languages in primary schools under study. The study
recommended that the school administration need to push the
language department should form departmental guidance and
counselling committee composed of HoD language and two
teachers. It is recommended that that all stakeholders should be
involved in implementation of ECD programmes. These include
government, local councils, traditional leaders, political leaders,
private sector as well as parents
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Citation
Nasumbwa, D. W., & Ong’ang’a, H. M. Utilization of Teaching/Learning Resources in Teaching Literacy Skills: A Case of Pre-Primary Schools in Bungoma County, Kenya.