Relationship between Teachers’ Demographic Characteristics and Levels of Utilization of Instructional Materials in Pre-Primary Schools in Kenya

Joseph K Waigera; Maureen Mweru; Lucy Ngige

doi:10.37284/eajes.2.1.179

Joseph K Waigera Kenyatta University
Maureen Mweru, PhD Kenyatta University
Lucy Ngige, PhD Kenyatta University

DOI: https://doi.org/10.37284/eajes.2.1.179

Keywords: Early Childhood Education, Instructional Materials, Pre-Primary Schools, Teachers, Demographic Characteristics, Kenya

Share Article:

Abstract

Research indicates that children who obtain quality pre-primary education have a head start in life. It is also evident that early exposure and good use of instructional materials (IM) prepare children to be well adjusted later in life. Children are also well equipped with problem-solving skills that are important in Early Childhood Development and Education (ECDE). Instructional materials are core to effective teaching and learning in the formative years. The purpose of this research was to establish whether there was a significant relationship between teachers’ demographic characteristics and levels of utilization of instructional materials in pre-primary schools in Kenya. The study adopted the Cognitive Theory of Multimedia Learning Framework (CTML) and Ecological Systems Theory by Urie Bronfenbrenner. Besides, the study applied a cross-sectional survey research design. A random sample of 168 teachers comprising of 76.2% females and 23.8% males participated in the study. The Chi-Square test results indicated that gender (x²= 1.335; d.f. =1; p= 0.030), level of education (x²=8.165; d.f. =5; p=0.024) and professional training status (x²= 13.620; d.f. =5; p= 0.020) had a statistically significant linear relationship with the level of utilization of instructional materials. These results implied that female teachers were more likely to use instructional materials than their male counterparts and teachers who were more educated and highly trained were more likely to use instructional materials than their less trained counterparts. However, age, marital status, and duration of teaching experience had no statistically significant relationship with the utilization of instructional materials in pre-primary schools. It was concluded that professional training of pre-primary school teachers is critical for effective teaching and learning at the foundational level. It was recommended that teachers should promote the utilization of instructional materials in their classrooms for interactive and experiential learning of pupils.

Downloads

Download data is not yet available.

References

Abaya, H. M. (2017). Influence of instructional materials on pre-school children’s learning achievement in number work in Matungu division, Kakamega County. Doctoral Thesis. University of Nairobi.

Achola, O. R., Gudo, C. O. & Odongo, B. (2016). Implications of instructional materials on oral skills among early childhood learners in central zone, Kisumu County, Kenya. International J. Educ. Pol., Res. Rev, 3 (2), 20-28.

Afework, T. H., & Asfaw, M. B. (2014). The availability of school facilities and their effects on the quality of education in government primary schools of Harari Regional State and East Hararghe Zone, Ethiopia. Middle Eastern & African Journal of Educational Research, 11, 59-71.

Bolick, C. M., Berson, M., Coutts, C., & Heinecke, W. (2003). Technology applications in social studies teacher education: A survey of social studies methods faculty. Contemporary issues in technology and teacher education, 3(3), 300-309.

Bronfenbrenner, U. (1992). Ecological systems theory. In: R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). New York: Jessica Kingsley Publishers.

Chepkonga, M. C. (2017). Influence of learning facilities on provision of quality education in early childhood development centres in Kenya. International Journal of Education and Research, 5(6), 15-26.

Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., ... & Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21(2), 174-195.

Ema, E. & Ajayi, DT (2004). Educational Technology: Methods, Materials, Machines. Jos, Nigeria: Jos University Press Ltd.

Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J., & Williams, J. M. (2016). Improving mathematics learning of kindergarten students through computer-assisted instruction. Journal for Research in Mathematics Education, 47 (3), 206-232.

Hedline, M. & Aberg, M. (2013). The call for more male pre-school teachers: Echoed and questioned by Swedish student teachers. Journal of Early Childhood Development and Care, 183 (1), 149-162.

Kelley, P., & Camilli, G. (2007). The impact of teacher education on outcomes in center-based early childhood education programs: A meta-analysis. New Brunswick, NJ: National Institute for Early Education Research, Rutgers University.

Kenya Institute for Curriculum Development (KICD). (2017). Pre-Primary One (PP1) Curriculum. Nairobi: KICD.

Kenya National Bureau of Statistics-Kenya & ICF International. (2015). Kenya Demographic and Health Survey Key Findings. Rockville, Maryland, USA: KNBS and ICF International.

Kiboro, K. D. (2018). Influence of Teachers’ Demographic Characteristics on Information Communication Technologies Integration in Instruction in Lower Primary Schools in Kiambu County, Kenya. M.Ed. Thesis. Kenyatta University.

Maddahian, E. & Bird, M. (2004). Conceptual framework for a culturally relevant and responsive educational model. Publication No. 178. Los Angeles Unified School District. Programme Evaluation and Research Branch Planning, Assessment and Research Division.

Makokha, E. L. (2017). Determinants of pre-primary school teachers’ use of improvised materials in science instruction in Bungoma East Sub County, Bungoma County, Kenya. Doctoral Thesis. Kenyatta University.

Mayer, R. E. (2005). Cognitive theory of multimedia learning. In: Mayer, R. E. (Ed), The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.

Mugenda, O. & Mugenda, A. (2003). Research methods: Quantitative and qualitative approaches. Nairobi: Acts Press.

Mwaniki, K. L. (2015). Influence of instructional resources of pre-school children’s performance in number work in Kairuri Zone, Embu County Kenya. Doctoral Thesis. University of Nairobi.

Ngeru, E. W. (2015). Influence of Teacher Characteristics on Utilization of Instructional Resources in Teaching Number Work in Pre-schools in Westlands Sub–County, Nairobi County. M.Ed. Thesis. University of Nairobi.

Ngure, G. N. (2014). Utilization of instructional media for quality training in pre-primary school teacher training colleges in Nairobi County, Kenya. Doctoral Thesis, Kenyatta University.

Omayio, J. K. (2013). Effect of Instructional Resources on Children’s Number Work Performance in Pre-Schools in Isibania Zone, Migori County. Doctoral Thesis. University of Nairobi.

Waithaka, E. (2005). Play and social-emotional development in young children. Unpublished M.Ed. Thesis. Kenyatta University.

Wong, J. M., & Rao, N. (2015). The evolution of early childhood education policy in Hong Kong. International Journal of Child Care and Education Policy, 9(1), 3.