Early Learning Experiences and Teacher-Efficacy As Predictors of Pupils‟Competencies in Early Primary School Grades in Rural Kenya

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Date
2018-04
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World Journal of Innovative Research (WJIR)
Abstract
Pre-primary school learning experiences lays a strong foundation for pupils’ later academic progression and achievement. The experiences equip learners with the requisite competencies and abilities for formal and life-long learning including basic literacy and numeracy skills. Premised on this commonality, the purpose of this study was to establish pupils’ academic achievement in literacy and numeracy on entry to standard one and whether pre-primary school learning experiences and teachers’ level self-efficacy predicted pupil’s literacy and numeracy achievement. The study also investigated pre-primary school learning experiences and teachers’ self-efficacy’s predictive value of standard one pupils’ literacy and numeracy achievement. Free primary school in Kenya is mandatory for six year olds irrespective of their backgrounds. Pre-primary school education is therefore not a requirement for joining primary one (Standard one) class. In a typical standard one class in Kenya, one would expect pupils with unequal pre-primary school learning experiences. Teacher’s self-efficacy equally could influence pupils’ academic achievement. Two theories guided this study; Albert Bandura’s self-efficacy theory (1982) and the Ecological Systems theory by Urie Bronfenbrenner (1979). Ex post facto research design was used to guide the study. Variables of the study included pre-primary school experiences, gender, teachers’ self-efficacy and type of school. The study was conducted in Gucha District of Kisii County, Kenya. The target population was both public and private primary schools in the District. All standard one pupils and their teachers of the sample schools participated. Purposive and stratified random sampling techniques were employed. Eight (8) primary schools formed the sample of the study. A total of six public and two private schools formed the study sample. This was comprised of 16% of the population. The total sample was 154 pupils and eight (8) teachers. Descriptive and inferential techniques were employed to analyze data. Statistical Package for Social Sciences (SPSS) programme was used to analyze data. Means and percentages were calculated and inferential statistics involved Analysis of Variance (ANOVA). ANOVA was used to test, H01, H02, H03 and H04 while H05 was analyzed using multiple regression. A P ≤ 0.05 level of significance was accepted. The findings of the study revealed that pre-primary school learning experiences together with teachers’ level of self-efficacy significantly predicted pupils’ literacy and numeracy achievement. One of the recommendations based on the study findings was that policy makers at both central and county governments should invest substantial resources in pre-primary school programmes in order to improve academic outcomes in primary school level to avoid investing too much too late.
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Ouko, O. H. (n.d.). Early learning experiences and teacher efficacy as predictors of pupils’ competencies in early primary school grades in rural Kenya. World Journal of Innovative Research (WJIR), [Volume and Issue number missing]. https://www.wjir.org