Effect of reflective teaching on children’s performance in preschool science activities in Nyamaiya division, Nyamira county
Abstract
The purpose of this study was to investigate the effect of reflective teaching on
children performance in preschool science activities in Nyamaiya Division,
Nyamira Countythe objectives of the study included to establish the performance
of children in preschool science activities when taught using traditional methods,
to determine the performance of children in preschool science activities when
taught using reflective teaching method and to find out the effect of reflective
teaching in pre-school children’s performance in science activities .The researcher
used quasi-experimental design it involved random selection of two groups of
pre-schools. Group 1 was experimental and group 2 was control schools. The
head teachers and teachers involved in the study were randomly selected from
schools selected. The researcher used simple random sampling technique with
sixteen head teachers and twenty six teachers participating in the study whereby
each school had one head teacher involved from their respective schools. This
study was conducted by the researcher using prepared questionnaires which
respondents were school head teachers and teachers. The researcher used
observation checklist to determine facilities and resources available for science
activities teaching and learning instrument validity was measured through
research objectives of the study. The researcher visited the school she intends to
collect the data from and introduced herself to the head teacher. The
questionnaires were personally administered to the head teachers and teachers by
the researcher and record responses. The researcher analyzed each questionnaire
according to the opinion of respondents. The responses were counted, the
frequencies calculated, percentages and mean score obtained. The study findings
were that In addition to teaching science using traditional methods, children
should be taught using reflective method in science .Science is largely a doing
subject and children know more of what they do than what they hear. They need
see, touch, smell and do as much as possible of their own investigations. They are
unable to think through ideas and therefore hands on activities and first hand
experiences make learning better for them. The teacher should give each child a
chance to contribute to learning. The study recommended that District education
boards and constituency development funds should prioritize early childhood
education in allocations for development projects so as to provide necessary
resources and facilities to teach science activities and make pre-schools child
friendly. This will improve performance not only in science activities but also in
other areas. Extension of quality assurance services to Pre-schools will help to
monitor and improve performance in science as well as other areas.Head teachers
should move to ensure that their respective preschools have adequate science
teaching and learning materials for children. This should be complimented by
developing a working plan that gives preschoolers a balanced timetable for the
entire subject taught.
Citation
Master of education early childhood educationPublisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]