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