Preferences of parents on quality pre-school education in Athi River Sub County, Machakos County
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Date
2016-04
Authors
Amenya, Obang'i Donvan
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
What constitutes quality preschool education from the perspective of parents? Are there
features that they consider inherent in preschool programs perceived to be of good
quality? This study was carried out to establish preferences of parents on quality
preschool education in Athi river sub-county, Machakos County. The study explored
parents' preferred preschool learning conditions, teacher practices and learning
competencies children ought to attain at the end of the preschool period. In addition, the
study examined the extent to which parents' demographic characteristics influenced their
preferences on quality preschool education. The study was guided by the rational choice
theory which argues that in principle, rational individuals have perfect knowledge on
v.arious issues and it is such knowledge which shapes their preferences. In documenting
parental preferences, a descriptive survey design was adopted. The respondents of the
study were 114 parents, 14 preschool teachers and 14 head teachers. All the respondents
were drawn from 14 public preschools distributed across Lukenya and Athi river
divisions of Athi river sub-county. Data collection instruments employed were
questionnaires for parents and interview schedules for the preschool teachers and head
teachers. To ascertain validity and reliability of instruments, a pilot study was undertaken
in one preschool located in Lukenya division. Test retest method was employed to
compute reliability measure of instruments using Cronbach's coefficient alpha. The
reliability coefficient of the subscale items on the learning environment, teacher practices
and preferred learning competencies was 0.796, 0.922 and 0.912 respectively. This
implies that the instruments were reliable. Statistical package for social sciences (SPSS)
spreadsheet was prepared for entry of quantitative data which was analyzed by running
frequencies and doing correlation analysis on various variables. Qualitative data was
transcribed, analyzed thematically and reported inform of verbatim quotations and
narrations. Findings revealed that nearly all parents preferred preschool classes with
lower teacher: child ratios and those equipped with a variety of learning materials and
activity corners. On preferred teacher practices, majority of the parents (72.1 %) were in
favour of teaching literacy and nurneracy skills. Basic reading, writing and nurneracy
.skills were rated as the most preferred learning competence at 89.4%, 86.2% and 84,8%
respectively. Using a correlation analysis, the study established that there was a
statistically significant correlation between highest level of education attained by the
parents and their preferences on quality preschool education, (r = .568, P = < .000, with
a R2 = 92.516). On the other hand, there was no statistically significant correlation
between parents' age (r = .126, P = < .234, with a R2 = l3.69), gender (r = .176, P
= < .091, with a R2 = 11.28) and preferences on preschool education. A major
conclusion from the study is that majority of parents have a clear and nearly common
understanding on what constitutes quality preschool education. The study recommends
that parents should be actively involved in formulation and implementation of preschool
education policies since they are equally critical stakeholders that can no longer be
ignored. In addition, the study recommends that quality assurance officers at district
level should 'encourage preschool teachers to promote holistic development of children
instead of emphasizing only in academic areas. Further, the study also recommends
further research to establish the impact of parental preferences on preschool curriculum
implementation.
Description
A reseach thesis submited i partial fulfilment of the requirements for the award of the Degree of Master of Education (Early Childhood Education) in the School of Education of Kenyatta University, April 2016