PRIVATE SECTOR CONTRIBUTIONS ON TEACHING AND LEARNING RESOURCES IN PUBLIC PRE-PRIMARY CENTRES IN KEIYO SOUTH SUB COUNTY, KENYA

Access to early childhood education, equity in access and quality education provision, is constrained by various factors, including an insufficient number of trained teachers, an inadequate number of ECDE centres and limited availability of teaching and learning materials. When the government fails to provide adequate support to pre-primary centres, schools are encouraged to forge partnerships with non-governmental organisation (herein referred to as private sector) to enhance quality education provision in pre-primary institutions. Therefore, the paper focuses on the contribution of private sector on teaching and learning resources in public pre-primary centres in Keiyo South Sub County. This study adapted a descriptive survey research design. The target population for this study was 155 head-teachers, 273 pre-school teachers and 1 ECDE programme officer. One set of questionnaires was used to collect data from pre-school teachers. Structured interview guides were used to collect data from the education programme officer and head teachers. Study results showed that the private sector contribution to the quality of ECDE curriculum provision in public pre-schools in Keiyo Sub County was positive but weak for provision of teaching and learning resources. The study concluded that private sector contributions to education sector through provision of teaching and learning materials on quality education provision in public pre-primary institutions. The study recommends that public pre-school centres need to work together with private sector players through creation of open door policy for them to invest in the sector.  Article visualizations

Learner and Environmental Factors Influencing Students’ Academic Achievement in Chemistry in Public Day Secondary Schools in Nandi East Sub County Kenya

The study sought to establish the influence of learner characteristics on learners’ academic achievement in Chemistry and to establish the extent to which the learning environment influence learners’ academic achievement in chemistry in public day secondary schools in Nandi East Sub County. This study used Ex post facto research design. The study target population was 1164 students, 20 chemistry teachers, and 20 principals. A sample size of 18 public day secondary schools was selected for this study. A total of 255 learners were selected proportionately, to avoid biasness, eighteen chemistry teachers and 18 principals making a total of 255 respondents. Simple random sampling technique was used in selecting the learners who took part in the research. Purposive sampling technique was used when selecting the Chemistry teachers and the principal due to their role as teachers of Chemistry and administrative role respectively. A questionnaire, an interview schedule and a document analysis were the main instruments of data collection. Validity and reliability of these instruments was ascertained before the actual data collection in the field. This was done through piloting of questionnaire instruments in the neighbouring Nandi Central Sub County. Qualitative and quantitative data were collected in the selected Public Day Secondary Schools. The qualitative data was analysed using content analysis, while quantitative data was analysed using descriptive statistics and inferential statistics. Learner characteristics had a positive and significant effect on learners’ academic achievement of (β=.828, p < 0.05) and learning environment had a positive and significant effect on learners’ academic achievement of (β=.093, p < 0.05). The study further concluded that Learner characteristics and learning environment affects learners’ academic achievement. Frequent practicals done, Charts, models and other teaching aids should be used during chemistry lessons because they enhance learners’ academic achievement. KEY WORDS: learner and environmental factors, influencing, student academic achievement. DOI: 10.7176/JEP/14-31-07 Publication date: November 30th 2023