| dc.description.abstract | The purpose of this study was to find out the impact of learning resources on
performance in pre-school science. The following were the objectives: To examine the
effects of real objects on children’s performance in preschool, to determine whether the
frequency of using learning resources has any impact on children’s performance in preschool
science, to establish the effect of the ratio of the learning resources to the number
of children on children’s performance in preschool science and to determine whether
diagram or pictures have any effect on children’s performance in preschool science. The
literature reviewed on impact of learning resources on children’s performance in
preschool science covered real object, use of pictures and diagrams. The study used
quasi-experimental research design. There were two groups used-control and
experimental. The target population comprises of pre-school children, primary children,
primary science teachers, preschool teachers and headteachers. The five best and worst
performed school were chosen purposively. The study used questionnaires, observation
interview and document analysis. From the study it was concluded that the children who
used learning resources performed better than those who did not use them. Based on
findings it was recommended that the lessons should be made more practical than
theoretical. Community, parents, teachers and government should be involved in
providing learning resources. The study showed that learning resources have positive
impact in children’s performance in preschool science the results obtained indicated, that
teaching and learning resources create motivation in learning by supporting the learning
process. The study found that children learning using resource perform better than those
who do not. | |
