| dc.description.abstract | The purpose of this study was to investigate the impact of inquiry method on pre-schools children's achievement in science activities in Iveti Division, Machakos County. A quasi experimental research design was used to conduct the study. Eight pre-schools in Iveti Division, were sampled out of which four (4) were in the experimental group of pre-schools and four (4) in the control group. All the children, aged 5 - 6 years in both experimental group and control group of pre-schools were sampled. Pre-school science activities assessment was administered to the children in both groups of pre-schools, questionnaire for both head teachers and pre-school teachers and observation schedule for class activities were administered. The collected data was analyzed using frequencies, percentages, mean scores and standard deviations. Standard deviations, mean scores, t-scores and p-values were computed using statistical package for social sciences (SPSS) software. A two sample independent t-test was done to find out whether there was any statistical significant difference in children's achievement between the two groups. The findings revealed that the difference in achievement in science activities between children in control group and those in the experimental group was statistically significant t(6) = -7.879, P = .000, two tailed). These findings suggests that the children who were taught science activities using both traditional methods and inquiry method perform better than children taught science activities using traditional methods only. The difference in achievement in science activities was due to the treatment (interventions) done to the experimental group of pre-schools. Inquiry method should therefore be used to compliment traditional methods in teaching science activities in pre-school. | |
