| dc.description.abstract | Participation involves working with a partner or in a small group and
brainstorming in order to create a stimulating learning environment. The role of
instructional materials is to glue information into learners mind as what is seen is
understood more than what is heard. During the formative years, learners add
increasing qualities of knowledge to what is already learnt through explorations as
they grow and expand horizon on the quality of content mastered. To widen
mastery of concepts, rich leaning environment which is filled with a variety of
instructional materials tend to foster faster acquisition of requisite skills for
sustained learning and development. Such an environment should be enticing
learners to observe, actively participate, make choices and experiment which in
the process results in acquisition of additional knowledge. In the absence of reach
learning environment modeled by the teacher to capture requisite skills,
knowledge and competence. The purpose of the study was to determine the
effectiveness of use of instructional materials on learners' participation in science
lesson in preschool in Kiine Zone Kirinyaga county Kenya.
The objective of this study was to establish importance of grouping of learners on
participation in science classroom, to study the extent to which availability and
adequacy improve learners' participation and to determine the effect of
management of records on the improvement in learners' participation in science
classroom. The study reviewed literature on effectiveness of instructional
materials on participation in science classroom. This study was guided by
experiential learning theory. This theory was propounded by Kolb (2008). Kolb
proposed a four-stage learning process with a model that is often referred to in
describing experiential learning Beaty (2009). The study involved a descriptive
survey research design where qualitative data was collected. The design was nonexperimental
soliciting information from teachers on the IM they use in teaching
pupils in the pre-school. This study used stratified sampling since the population
embraces a number of distinct categories of teachers' qualifications.
The study found that instructional materials are not effectively used in the study
area due to large of number of learners per class, lack of enough compound in
ECE centers, lack of learners confidence, language barrier, teachers' negative
attitude, lack of professional skills and domestic violence. The study
recommended that ECE centres be increased to cater for the large number of
learners per class. On the same, the study recommended that more teachers be
employed and deployed to various ECE centres in the study area. The study
further recommended that more playing ground be purchased to enable learners
be participating fully especially while experiencing moving air by the use of kites
they need to run over to note the moving air. Learners should be encouraged to
handle IM even in the absence of teacher that is at home to gain confidence.
Parents of the learners who are shy should be improvising IM at home and
encourage children to continue practicing what they learnt at school. The study
recommended that teachers to ensure learners with language barrier get
information taught in class by the use of language they understand better as
English and Kiswahili is introduced slowly by slowly. The study further
recommended that GOK to employ ECE teachers with better pay. Finally the
study recommended that the 5 untrained teachers and those with certificates work
on the professional skills by going for Diploma course in ECE as lack of these
skills deny any teacher the knowledge required in showing and teaching learners
on how to handle IM during participation. | en |
