https://kerd.ku.ac.ke/handle/123456789/5 Thu, 01 Oct 2026 23:54:30 GMT 2026-10-01T23:54:30Z https://kerd.ku.ac.ke/handle/123456789/1364 Influence Of Instructional Materials on Pre-Primary Learner’s Acquisition of Science Skills in Tharaka North Sub -County Ngaine, Felix Gitonga; Koech, Peter Kibet The Government recognizes pre-school education as one of the educational cycles which can lay a firm, healthy foundation for children during the formative years. The purpose of this study was to establish the influence of instructional materials on children’s acquisition of science skills in pre-primary schools in Tharaka North Sub- County, Tharaka Nithi County, Kenya. This study was based on Active learning theory by Lev Vygotsky. This study utilized a mixed methodology entailing qualitative and quantitative. The target population in this study was 1780 subjects comprising 95 early childhood teachers, 95 head teachers and 1590 pre-school children. Using stratified random sampling the researcher selected 10 teachers from the zones accounting for 10% representation of the target population making a total of ten, the sample of teachers. The instruments for data collection were questionnaires for teachers and head teachers and observation checklist for the children. Piloting of the instruments was carried out in Meru South Sub- County where they were pre-tested to the selected Early Childhood Children. Before data collection, the instruments were administered only once to a sample of 2 teachers and 2 head teachers in two preprimary schools. Cronbach Alpha analysis was computed, to establish the reliability of the instruments, and a coefficient of 0.83 was obtained, and hence the instruments were deemed reliable. As for the content and construct validity of the instruments, the development was done with guidance of the supervisors. The quantitative data was presented in tables, bar graphs, and pie charts. Qualitative data was analyzed thematically by use of themes derived from the responses. The study established that the teachers were of the opinion that the available learning resources not adequate for enhancing the children learning of science activities. There was a strong association between the independent variables and the dependent variables. Based on the findings of the study, the researcher recommends that; The School management, through the county government should lobby for funds that will enhance the pre-schools acquire enough and most appropriate science teaching materials, which will aid in teaching science. An article in IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Sun, 01 Dec 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1364 2019-12-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1103 Mathematics and Science Learning Opportunities in Preschool Classrooms Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine Research findings-The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy-Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. An article in Early Education Development Thu, 01 May 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1103 2014-05-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1096 Science in Early Childhood Classrooms: Content and Process Worth, Karen There is a growing understanding and recognition of the power of children’s early thinking and learning as well as a belief that science may be a particularly important domain in early childhood, serving not only to build a basis for future scientific understanding but also to build important skills and attitudes for learning. This paper addresses the question of what the nature of science teaching and learning in the early childhood classroom should be. It proposes four basic ideas: (1) doing science is a natural and critical part of children’s early learning; (2) children’s curiosity about the natural world is a powerful catalyst for their work and play; (3) with the appropriate guidance, this natural curiosity and need to make sense of the world become the foundation for beginning to use skills of inquiry to explore basic phenomena and materials of the world surrounding children; and (4) this early science exploration can be a rich context in which children can use and develop other important skills, including working with one another, basic large- and small-motor control, language, and early mathematical understanding. The paper describes a structure for learning through inquiry and criteria for the selection of appropriate content for young children. It concludes with a discussion of implications for the classroom, focusing on child-centered curriculum, the role of materials, the use of time and space, the key role of discussion and representation, and the teacher’s role. A working paper in ECRP Beyond this issue Fri, 01 Jan 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1096 2010-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1061 Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-primary School Science and Mathematics Activities in Machakos County, Kenya. Ayiema, Jackson Ombasa The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of MachakosCounty, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River SubCounty, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics. A research thesis submitted in fulfillment of the requirements of the degree of Doctor of Philosophy (early childhood studies) in the school of education, Kenyatta University Sat, 01 Dec 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1061 2018-12-01T00:00:00Z