Factors infuencing Pre-Primary School Children’s academic perfomance in Science activities in Igembe South Sub-County in Meru County

Abstract

Children’s academic performance depends on the nature of academic delivery by the children’s teachers. Pre-primary school children’s academic perfomance in science activities in Igembe south sub-county in Meru County has been below average despite various efforts to improve teachers experience, working conditions and teachers’ workload. This study therefore sought to establish the extent to which teacher’s experiences, workload and working conditions influences pre-primary school children academic performance in science activities. The objectives of the study were: to establish the extent to which teacher’s experience, teacher’s working conditions and teacher’s workload affects pre-primary school children’s academic performance in science activities. The study was anchored on Frederick Herzberg’s Two –Factor Theory. The target population of the study was the 120 head teachers, 120 pre-primary school teachers and 120 children in pre-primary schools in the 4 zones that make up Igembe South sub-county. Kerlinger guideline was used to determine the sample size of 36 head teachers, 36 pre-primary school teachers and 36 children while respondents were selected using stratified random sampling technique. Questionnaires and interview schedules were used to collect primary data while test scores were used to collect secondary data. Data analysis was done through frequencies, percentages, correlation analyses and multiple linear regression with the aid of Statistical Packages for Social Sciences (SPSS). The correlations coefficients and P values obtained established by the study indicated that there is a strong relationship between teachers experience (correlations coefficient of 796 with p –value 0.000), teachers working conditions correlation coefficient was .893 with p -value 0.000), teachers’ workload (correlation coefficient was 0.706 with p-value 0.000) and children’s academic performance in science activities in Igembe south sub-county in Meru County. Further regression analysis revealed teachers experience, teachers working conditions and teachers workload had a statistically positive significant effect on children’s academic performance in science activities in Igembe south sub-county in Meru County with coefficients of 0.7941, 0.675 and 0.833 with p-values of 0.000, 0.000 and 0.000 respectively. The study is expected to form the basis for policy formulation in the field of early childhood education management and enhance service delivery among pre-primary schools in Kenya.