| dc.description.abstract | The Kenyan government has embarked on achieving middle income status as
stipulated in the vision 2030’s blue print by working on five key sectors of the
economy namely: Agriculture, ICT, Manufacturing/Industry, Education and
Finance. Therefore, provision of education to children in preschools will help
Kenya become an industrialized nation by 2030. Teachers’ feedback enhances
children’s participation in the classroom. The purpose of this study was to
establish the influence of teachers’ feedback on preschool children’s classroom
participation in Embu West Division, Embu County. The objectives of the
study were to establish how methods of teachers’ feedback influence preschool
children’s participation in class, how timeliness of teachers’ feedback affects
preschool children’s participation in class, how the content of teachers’
feedback influences preschool children’s participation in class and the effect of
preschool children’s attitude towards teachers’ feedback on their participation
in class. The study used a quasi experimental design and the theoretical
framework of this study was Vygotsky’s theory of learning. The target
population of the study was 530 children and teachers and a sample of 159 was
picked. This sample was picked using stratified sampling and purposeful
sampling. Open ended questionnaire, interview schedule, observation schedule
and documentary analysis were used to collect data and ten (10) respondents
were used for Pilot testing before the commencement of the study and errors in
the data collection instruments corrected. Data analysis was done using
Statistical Package for Social Sciences, descriptive statistics computed and data
presented using tables. The study shows that verbal method of feedback is the
mostly used feedback method used by teachers in preschools as indicated by
both preschool teachers and children while written feedback is used in
preschools on examinations or after examinations on report books. The content
of teachers’ feedback influence preschool children’s participation in class and
preschool teachers use words like excellent, very good, good or good attempt as
the content of feedback on task accomplishment. Immediate feedback promotes
proactive interference once participants commit themselves to an incorrect
response and it is mostly used during class work at questions and answer
sessions, oral presentation, peer tutoring and discussion. If a child is disorderly
in the work he or she warrants oral criticism which should be placed side by
side with comments of encouragement.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. | en_US |
