Efficacy of Pedagogical Strategies in Curriculum Implementation in Early Childhood Development Education in Kenya: Case Study of Hamisi Sub-County
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
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th Edition). Los Angeles: Sage.
Creswell, J. W. (2015). Research design: Qualitative, quantitative, and mixed methods approach (4th Edition). Los Angeles: SAGE.
Guy‐Evans, O. (2019). Bronfenbrenner’s ecological systems theory. https://www.simplypsychology.org/Bronfenbrenner.html
Stufflebeam, D. L. (2003). The CIPP model for evaluation. In D. L. Stufflebeam& T. Kellaghan (Eds.), The international handbook of educational evaluation (Chapter 2). Boston, MA: Kluwer Academic Publishers
UNICEF. (2019). A World Ready to Learn: Prioritising Quality Early Childhood Education. http://dx.doi.org/www.unicef.org/media/57926/file/A-world-ready-to-learn-advocacy-brief2019.pdf.
Teijlingen Van, E., & Hundley, V. (2001). The importance of pilot studies. Social Research Updates, 35. https://www.soc.surrey.ac.uk/sru/SRU35.html.
KICD, Ministry of Education, Republic of Kenya. (2017). Basic education curriculum framework. Nairobi: KICD.
KNBS. (2019) Kenya Population and Housing Census, Volume II: Distribution of Population by Administrative Units. HNBS, Nairobi.
KNEC. (2020) Monitoring Learner Achievement at class 3 level of Primary School Education in Kenya. Nairobi.
KNEC. (2020) Monitoring Learner Achievement at class 7 level of Primary School Education in Kenya. Nairobi.
OECD. (2012). Quality Matters in Early Childhood Education and Care: Czech Republic 2012, OECD Publishing. http://dx.doi.org/10.1787/9789264176515-en
OECD, (2019), Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/301005d1-en.
Pritchett, L., &Viarengo, M. (2015). The state, socialisation, and private schooling: When will governments support alternative producers? The Journal of Development Studies, 51(7), 784-807.
Piper, B., Destefano, J., Kinyanjui, E.M. et al. Scaling up successfully: Lessons from Kenya’s Tusome national literacy program. J Educ Change 19, 293–321 (2018). https://doi.org/10.1007/s10833-018-9325-4
Piper, B., Zuilkowski, S. S., & Ong’ele, S. (2016). Implementing mother tongue instruction in the real world: Results from a medium-scale randomised controlled trial in Kenya. Comparative Education Review, 60(4), 776-807.
Wall, S., Litjens, I., & Taguma, M. (2015). Early childhood education and care pedagogy review: England. Organisation for Economic Cooperation and Development. http://www.oecd.org/edu/school/early-childhood-education-and-care-pedagogy-review-england.pdf
Yamane, T. (1967). Statistics an Introductory Analysis. 2nd Edition, Harper and Row, New York.
Copyright (c) 2023 Samuel Kiplangat Ngetich
This work is licensed under a Creative Commons Attribution 4.0 International License.