Efficacy of Pedagogical Strategies in Curriculum Implementation in Early Childhood Development Education in Kenya: Case Study of Hamisi Sub-County

Herbert Amunavi Obeywa; Teresa A. Okoth-Oluoch; Rose Atieno Opiyo; Aggrey Mukasa Simiyu

doi:10.37284/eajes.6.3.1441

Herbert Amunavi Obeywa Masinde Muliro University of Science and Technology
Teresa A. Okoth-Oluoch, PhD Masinde Muliro University of Science and Technology
Rose Atieno Opiyo, PhD Masinde Muliro University of Science and Technology
Aggrey Mukasa Simiyu, PhD Masinde Muliro University of Science and Technology

DOI: https://doi.org/10.37284/eajes.6.3.1441

Keywords: Efficacy, Pedagogical Strategies, Curriculum Implementation, Learners’ preparedness

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Abstract

The purpose of this study was to assess the efficacy of Pedagogical strategies in ECDE curriculum implementation. The study objective was to assess the effectiveness of the pedagogical strategies in promoting learners’ readiness for primary education. The study was guided by the curriculum implementation theory by Gross (1971), Ecological Systems Theory of Bronfenbrenner revised by Guy Evans (2020) and Stufflebeam’s CIPP evaluation model (2003). The study adopted a descriptive survey design. The study population comprised CSOs, Section Heads, ECDE centres-in-charge and teachers. A sample size of 212 respondents was calculated by Yamane’s (1967) formula. Cluster, stratified and simple random sampling was used to apportion individual members of the groups. Data was collected using an interview schedule, questionnaire, and Focus Group Discussions (FGD). Qualitative data was analysed using content analysis and presented in narrative form. Quantitative data was analysed using descriptive statistics such as frequencies and percentages, and findings were presented in pie charts, graphs, and tables. Inferential statistics was done using parametric and non-parametric tests. Logistic regression analysis at a 5% significance level was used to test the null hypothesis. Tests for normality by both Shapiro-Wilk and Kolmogorov-Sminorv tests were done on the data. P=0.042<0.05; hence, we reject the null hypothesis that the utilisation of selected pedagogical strategies has no statistically significant effect on learners’ readiness for primary education. These findings may be used by the County Government in designing, planning, and funding to deliver quality ECD services. The National Government may use them in policy formulation and regulation to ensure effective supervision and management of centres to realise learners’ readiness for school. Teachers may find these findings quite informative since it has provided various strategies for effective implementation of the ECDE curriculum to enhance learners’ preparedness for school

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