| dc.description.abstract | The purpose of this study was to investigate the impact of reflective teaching on
pre-schools children’s performance in science activities in Iveti division,
Machakos County. The study used quasi experimental research design focusing on
eight pre-schools, four in the experimental group and the other four (4) in the
control group. This study targeted two hundred and seventy (270) pre-school
children. The pre-school children were assessed before and after two weeks of
teaching. Data were collected using questionnaires (for pre-school teachers and
headteachers). Observation schedule was also used. Data were analysed using
frequencies, mean scores, standard deviation and t-test based on SPSS software,
version 17.0. The study used a two-sample independent t-test to find out whether
there was a statistically significant difference in children’s performance in science
activities between the experimental and control groups. The findings were that
children who were taught science activities using reflective teaching in addition to
non-reflective teaching performed better than children who were taught science
activities using non-reflective teaching approach only (t (6) = -14.562, p = 0.001,
two tailed). This implies that pre-school children need to be taught science
activities that help them reflect back on the learnt information. The teaching of preschool
science activities should be taught using reflective teaching in addition to
non-reflective teaching approach. Based on the findings of this research, it is
recommended that materials developed for teaching in pre-schools should factor
the aspect of reflective teaching. A policy should be set by the government that
encourages teachers to use modern teaching approaches in teaching science like
use of reflective teaching. Both pre- and in-service teachers should be trained on
reflective teaching in science activities. | en_US |
