| dc.description.abstract | The purpose of this study was to investigate the effects of inquiry-based instruction on preschool children's achievement in science in Dagoretti Division, Dagoretti District, Nairobi Province, Kenya. In particular, the study sought to establish the achievement of preschool children in Dagoretti division when taught science using traditional instructional methods and inquiry-based instruction. The study also sought to establish if there exists a significant difference in children's acquisition of science process skills when taught science using inquiry method compared to traditional instructional methods.
The study adopted quasi-experimental design. Literature reviewed indicated that inquirybased instructional method provided opportunities for learners to participate actively in acquisition of knowledge and skills. The study used ten preschools which was forty seven point six (47.6%) of the total population, twelve teachers and three hundred children in the sampled schools. The sample was selected purposively. The sampling frame (Preschools, teachers and school enrolments) was obtained from the Nairobi City Education Office. The data collecting instruments included observation check list on children's competence in science process skills, a questionnaire for preschool science teachers, interview schedule for the pre-school teachers and preschool children's science test. The children were mainly observed in the teaching learning process.
Data gathered was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences (SPSS). One way analysis of variance (ANOVA) was used to determine whether there was any statistical significant difference in children's achievement in science when taught using inquiry instruction and traditional instructional methods. The decision on whether the difference was statistically significant was made at the level of significance .05. The results revealed that children taught using inquiry-based instruction performed better in science achievement test and in the development of science process skills than those taught using the traditional methods of teaching.
It is recommended that, among others, teachers and Quality Assurance Officers should be prepared during pre-service and in-service programs on how to handle pre-school science activities using inquiry-based instructional methods; preschool children should be given opportunities to develop science process skills without assuming that they can naturally acquire them and that Quality assurance officers should keep preschool teachers informed of new developments in the field. It also recommended that a similar study be carried out targeting public and private schools covering a wider geographical area. | en_US |
