Browsing by Author "Koech, Peter"

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    INFLUENCE OF TEACHERS INSTRUCTIONAL PRACTICES IN HANDLING LEARNERS WITH DIVERSE NEEDS ON LEARNING AMONG PRE-SCHOOL CHILDREN IN KIAMBU WEST SUB COUNTY, KENYA
    (CHUKA UNIVERSITY, 2021) Wanjiku, Kang’ara; Koech, Peter
    Learning of preschool children continues to face numerous challenges where learners have registered and continued to register dismal grades in basic numeracy, language and creativity skills. Thus, the study examined the influence of teachers’ instructional practices in handling learners with diverse needs in Kiambu County, Kenya. The objective, of the study was to investigate the influence of teachers’ instructional practices in handling learners with diverse needs. The study adopted mixed methods approach, concurrent triangulation design. Target population comprised of 80 head teachers, 187 preschool teachers and 240 parents’ representatives and 2400 preschool learners all totaling to 2907. Stratified sampling was applied to create five strata based on number of zones. From each zone, two head teachers and 11 preschool teachers were selected using purposive sampling. 4 parents’ representatives and 48 preschool learners were selected using simple random sampling. Questionnaires were used to collect data from preschool teachers and interview schedules were used to collect data from head teachers. Focus group discussion was used to collect data from parents’ representatives and observation checklists were used for collection of data from preschool learners. Qualitative data was analyzed thematically along the objectives and presented in narrative form whereas quantitative data was analyzed descriptively and inferentially using statistical package for social science (SPSS 23) and presented using statistical tables. The study established that preschool teachers with positive attitudes, interests and trained enhance learning in preschools. The study established that preschool teachers who doesn’t engage learners in collaborative activities such as, mixed ability grouping, play, peer teaching, remedial work ,provision of favorable learning environment and engaging parents do not enhance preschool learners’ language skills, numeracy skills and learners’ acquisition of creativity skills. The study recommends that teachers should understand the effectiveness of positive attitudes, interests and training in harnessing learners’ academic, disciplinary and behavioral skills. Keywords: Learners with Diverse needs, instructional practices, Literacy, Numeracy, literacy, creativity
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    INFLUENCE OF TEACHERS’ IMPROVISATION OF SOUND-PRODUCING MATERIALS ON ACQUISITION OF SCIENCE SKILLS AMONG PRE-PRIMARY SCHOOL LEARNERS IN KIAMBU COUNTY, KENYA
    (CHUKA UNIVERSITY, 2021) Githui, Millicent; Koech, Peter; Thinguri, Ruth
    Acquisition of science skills among pre-primary school learners has had its fair share of challenges with many pre- primary school learners manifesting low competencies in manipulation, experimentation and observation skills. The purpose of this study was to assess the influence of teachers’ improvisation of sound-producing materials on acquisition of science skills among pre-primary school learners. The study was guided by Social Constructivism and Instructional Theories. The study adopted mixed methodology and applied concurrent triangulation research design. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively and inferentially using linear regression analysis with the help of Statistical Packages for Social Science (SPSS 23) and presented using tables. The study established that pre-primary school learners manifest low science skills. That is, their manipulation, experimentation and observation skills are still below average. The study findings also showed that teachers still have challenges in improvisation of sound-producing is still low. The study recommends that pre-primary curriculum developers emphasize the improvisation of sound- producing materials as much as possible and frequent inspections are carried out. For future studies, researchers may put greater interest in conducting a similar study with national scope to certain the influence of improvised instructional materials on the levels of science skills among pre-primary learners. Keywords: Improvisation of sound-producing materials, acquisition of science skills