The Effects of Manipulative Materials on Academic Performance in Language Activities Among Pre-school Children in Riruta Zone, Nairobi County

Abstract

The study set out to establish whether manipulative materials influenced children’s performance during their learning of language activities. The study targeted 20 preschools from both public and private school. The schools were identified through random sampling method. The research design used was quasi experimental. It had control and experimental groups, the pre- test and post- test were given to identify the difference in performance. Observation schedules checklists were used to determine how manipulative materials were being used in the lessons. Questionnaires were also used on teachers and head teachers. The 20 pre-school head teachers and 20 pre-schools teachers completed questionnaires which were analyzed using both qualitative and quantitative methods. Children in the experimental groups who used manipulative materials performed better than those who did not use. Their oral skills improved tremendously due to active involvement of activities that involved manipulative materials. The study recommended that teachers should have a positive attitude towards use of manipulative materials for a better performance and the concerned parties should ensure that pre-school classes are equipped with relevant manipulative materials. The study may be of benefit to curriculum developers, headteachers, teachers, parents and to all stakeholders in education sector. There is need for quality and standards assurance officers visit pre-school teachers more frequently and provide their guidance on the importance of using manipulative materials in teaching language activities.