| dc.description.abstract | The purpose of this study was to investigate the influence of experiential learning style on pre-school children achievement in Sciences class in Kisumu Central Sub County, Kisumu County, Kenya. Specifically the study sought: to establish the influence of concrete experience on pre-school children‟s achievement in science class; to examine how reflective observation influence preschool children‟s achievement in science class; to determine the influence of active experimentation on preschool children‟s achievement science class and lastly to establish the influence of abstract conceptualization on preschool children‟s achievement in Science class in Kisumu Central Sub County; Kenya. The study adopted descriptive research design. The target population for the study was 32 public schools in Kisumu Central sub-county. The schools had 32 head teachers and 122 pre-school teachers. 32 Head teachers from 32 schools and 52 pre-school teachers participated in the study. Data was collected by researcher using self-administered questionnaires for head teachers and pre-school teachers. The findings of the study revealed that concrete experience, reflective observation, active experimentation and abstract conceptualization all methods of experiential learning had influenced pre-school children‟s achievement in science class in several ways which have all been revealed by the study. Further analysis revealed that simulation had more influence on learners‟ achievement with a coefficient of 0.789 while personal journals had the least influence on learners‟ achievement with a coefficient of 0.458. The study therefore recommends that experiential learning styles be built in pre-school curriculum as it yields important dividends for any sector of education. The outcome of this study may be used by curriculum planners and implementers in coming up with curriculum that includes Experiential learning style component as a sub set of inquiring method in training of pre-school teachers. | en_US |
