A comparative analysis of early childhood education in Kenya and the United States of America : Kenya\u27s social and economic constraints

This study examined Early Childhood Education in Kenya and the United States of America. The development of Early Childhood Education in Kenya was discussed through detailed analysis of social and economic constraints. Conclusions were drawn from the available literature; also, suggestions and relevant recommendations were made to help improve Early Childhood Education in Kenya

HOW PARENTAL INVOLVEMENT IN ACTIVITIES AT SCHOOL INFLUENCES CHILDREN’S LEARNING OUTCOMES IN MBOONI EAST SUB COUNTY, MAKUENI COUNTY, KENYA

The study sought to underscore the influence of parental involvement in activities at school on learning outcomes among preschool learners. Its purpose was to determine the influence parental involvement in activities at school on learning outcomes among preschool learners in Mbooni Sub County, Makueni County. The study adopted a descriptive survey design that use structured interviews and questionnaire that intended to verify information, perceptions opinions and views of the respondents and an observation schedule for collecting data on the learning outcomes of the children. The dependent variable of the study was learning outcomes among preschool learners in Makueni County, Kenya, while independent variable was parental involvement in activities at school. The target population was teachers, parents and preschool learners in the County. Purposive sampling was used to select the teachers and parents whereas simple random sampling was used to select learners. A sample of 42 teachers, 33 parents and 72 ECDE learners were involved. Validity of the instruments was tested during piloting. Reliability of the instruments was ascertained through testing and re-testing to a sample that was not sampled for the actual study. Data was collected after acquiring permit from NACOSTI. Instructions and arrangements on how to collect the data was made with regard to dates agreed between the researcher and the respondents on when to deliver the questionnaire and observe the children during live lessons as well as conducting of the interviews. Data was analyzed using both qualitative and quantitative techniques. Qualitative data was analyzed thematically along the specific themes and presented in narrative forms whereas the quantitative data was analyzed descriptively using frequencies and percentages with the help of Statistical Packages for Social Sciences (SPSS Version 23). The data was presented using tables in order to get the findings. This study may inform teachers, parents and policy makers about the influence of parental involvement in activities at school on children’s learning outcomes in Mbooni East Sub County. The study highlighted the significance of parents- teachers meeting, parent teacher child association, school feeding programmes as well as parents being resource person in passing first-hand information to children as they discuss different roles they undertake in the community. The study thus recommends partnerships of all stakeholders through proper communication and feedback. The National and County Governments should ensure food security in the preschools to enhance school retention, attendance rates, and enrollment for better learning outcomes among other benefits.  Article visualizations

THE EFFECT OF MEDIA USE ON THE QUALITY OF LEARNING OUTCOMES IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN MBOONI EAST SUB-COUNTY, KENYA

The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sampling was used to select the teachers of English and the Heads of Department languages. A sample of 12 teachers, 12 heads of the languages department and 313 students were involved. The instruments’ validity was determined through expert opinion from the school of Education of Machakos University. The reliability of the instruments was ascertained during piloting a sample that was not part of the study. Two approaches were used in analyzing the data, that is, descriptive and thematic approaches for quantitative and qualitative respectively. Quantitative data was analyzed through descriptive statistics and presented in frequencies, means and percentages with the aid of Statistical Package for Social Sciences (SPSS). Content analysis was used to analyze qualitative data which was thematically presented in prose. The study reveals that the quality of learning outcomes in English language in the sub-county is slightly below average, sub-county schools perform poorer and female students outshine their male counterparts. It was concluded that instructional media use enhances learning outcomes in English language. The study recommends that the Ministry of Education should equip public schools with instructional resources. In addition, the Quality Assurance and Standards officers and school principals should emphasize to teachers to use instructional media in teaching English language. Parents and other stakeholders in schools through the Board of Management should also come up with strategies on how to provide instructional media for use by teachers to enhance learners’ quality of learning outcomes.  Article visualizations

INFLUENCE OF TEACHERS’ PREPAREDNESS AND INSTRUCTIONAL RESOURCES ON TRANSITION OF LEARNERS WITH VISUAL IMPAIRMENT FROM INTEGRATED PRE-PRIMARY TO PRIMARY SCHOOLS IN NAROK COUNTY, KENYA

Transition of pre-primary learners with visual impairment from integrated pre-primary to primary schools in Narok County has been low. Thus, the study assessed school dynamics influencing transition of learners with visual impairment from integrated pre-primary to primary schools in Narok County, Kenya. The study objectives were; to establish the influence of teachers’ preparedness and instructional resources on transition of learners from integrated pre-primary to primary schools in Narok County. The study was based on the Ecological Systems Theory and Transition Theory. The study employed mixed methods approach and in turn used concurrent triangulation research design. The target population consisted of 16 headteachers, 3 Educational Assessment and Resource Centre officers and 208 teachers and 160 learners with visual impairment all totalling to 387. The study adopted the Krejcie and Morgan (1970) sample size determination formula where a sample size of 266 respondents was sampled. The study used purposive and stratified sampling method to select the sample. 15 headteachers and three EARC Officers were sampled using purposive sampling. Stratified random sampling method was used to select 135 teachers while 113 learners were selected using simple random sampling. Questionnaires were used to collect data from teachers, interview guides were used to collect data from headteachers and EARC Officers while an observation checklist was used to collect data from the learners. Pilot testing of the instrument was done on 2 headteachers, one EARC officer, 12 teachers and 5 learners with visual impairment from the neighbouring Bomet County. Validity was established through expert judgement. Reliability was established using test re-test technique and reliability index, r = 0.867 was determined using Cronbach Alpha Method. Qualitative data were analysed thematically along the objectives and presented in narrative forms. Quantitative data were analysed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS Version 23) and presented using tables. The study established that teachers’ preparedness and instructional resources influence transition of learners with visual impairment from integrated pre-primary to primary schools. The study recommends that Ministry of Education should redesign the teacher training curriculum to encompass components of special needs education to equip them with skills to handle and teach learners in integrated school microsystems. Ministry of Education should also allocate more funds to schools to enable the school management to provide adequate, but suitable instructional resources for learners with visual impairment.  Article visualizations