Influence of instructional resources on preschool children’s performance in number work in Kairuri zone, Embu county, Kenya.
Abstract
The earliest years of the life of a child are pivotal in forming the foundations for
healthy development and providing children and their societies the opportunity to
reach their full potential. Instructional resources entice learners to observe,
actively participate, make choices and experiment which results in acquisition of
additional knowledge thus improves children’s performance in number work. The
purpose of this study was to investigate the influence of instructional resources on
preschool children’s performance in number work in Kairuri Zone, Embu North
District, Embu County. The study used a descriptive survey design and the
theoretical framework of this study was constructivists’ theory. The sample of the
study was 297 respondents picked using stratified sampling and proportionate
sampling. Research instruments used to collect data were questionnaires,
observation schedule and number work test. Data analysis was done using
Statistical Package for Social Sciences, descriptive statistics computed and data
presented using tables and themes drawn from objectives. The study shows that
preschools have different types of instructional resources; concrete (79%), visual
(62%), audio (4%) and audio visual materials (2%). The study indicated that
71.4% of preschool teachers had taught for 8-15 years and teaching experience
assist the preschool teachers to be conversant with the problems encountered
during learners’ participation in number work lessons. The study also showed that
there is need to involve parents in making instructional resources through
workshops as shown by 64.3% of the respondents. The study showed that funds
for purchase of instructional resources in preschools come from parents and
county government as indicated by 42.9 % of the respondents. Instructional
resources influence children’s performance in number work. The study findings
will be useful to future scholars as it will add to the existing body of knowledge
and this will improve provision of education in preschools and hence achieve the
vision 2030.
Citation
Master Of Education In Early Childhood EducationPublisher
University of Nairobi
Collections
- Faculty of Education (FEd) [6020]