Influence Of Language Text Books Characteristics On Pre School Childrens’ Performance In English In Embu North Sub- County, Kenya

Abstract

The purpose of this research project was to identify and evaluate the main influence of language text books characteristics on pre school children’s performance in english in embu north sub county, Kenya. The study was guided by the following objectives; To determine how children perception towards Language text books characteristics influences pre school children’s performance in English in Embu north sub county, Kenya To establish how simplicity and ease of language textbooks towards Language text books characteristics influences pre school children’s performance in English in Embu north sub county, Kenya; to determine how pre school teacher’s qualification towards Language text books characteristics influences pre school children’s performance in English in Embu north sub county, Kenya ;to examine how nature of learning institution towards Language text books characteristics influences pre school children’s performance in English in Embu north sub county, Kenya. The Study targeted 23 pre schools, 120 preschool children and 80 pre schools teachers hence a total target population of 223 participants Simple random sampling was used for 23 preschools, 120 preschool children and 80 pre schools teachers in Embu north Sub County. The response rate was 88% (57). Out of 65 questionnaires and interview schedules issued out, 57 were brought back while 8 were not brought back. 88% represents a reliable response rate, since it is above the minimum acceptable threshold of 70% (Garland and Tweed, n.d.). To ensure equal chances, names of all the preschools were written down, folded, put in a box and shuffled. 20 percent of the total population were selected which were (20/100 *23), which was 5, pre-schools. Therefore the respondents consisted of 5 pre-schools among twenty three pre-school within the Embu North sub county. On the other hand to get the sample size for preschool children and teachers the researcher used the rule of the thumb in social sciences is by taking 30% of the population as a sample size. Therefore the sample size for preschool children was (30/100*120) which became 36 respondents and the sample size for preschool teachers (30/100*80) was 24 respondents. Data collection instruments used included questionnaires, observation schedules and children test. Data was analyzed qualitatively using descriptive methods and quantitatively using pie charts, tables, frequencies and percentages. Data was analyzed based on the research questions of the studies. From the results of the study, it was concluded that a variety of factors influence how pre schoolers utilize language text books. How children perceive the language books is a determinant of how well they utilize the books. Children’s books need to have characteristics that appeal to a child’s sensibilities. Vivid imagery, exciting stories, captivating stories, and language and illustrations t expand words of the story. Simplicity and ease of the language also influences how children utilize the language books. Simple words enable a faster grasp of reading activities. Emphasis should be placed on the reading activities since these improve performance of the writing skills. Repeating words and sounds, singing songs and recoting poems are oral activities that should be emphasized on since this also means better performance in the reading and writing activities. The professional level of the teacher indicates the performance of the activities done. In addition, the study concluded that parents have a major role in implementation of preschool learning. The parents a role includes laying the child’s foundation beginning with provision of the learning materials. Financial and material support by donors and parents supports learning and the utilization of books since this improves the book to pupil ratio.