Activity-Based Learning Strategies used by Teachers in Public Pre-Primary Schools in Kenya
Abstract
The purpose of this paper is to investigate how activity-based learning is implemented in public pre-primary schools in Kenya with specific reference to West Pokot County, Kenya. The new curriculum being implemented in pre-primary schools in the country demands that activity-based learning be used to foster learning by children in schools. The research utilised a mixed methodology research approach. The target population comprised teachers (1677) and headteachers (417) drawn from 417 Pre-primary centres in West Pokot County. A sample size of 10.0% representing 41 headteachers and 168 public pre-primary school teachers was selected using a stratified random sampling technique. to collect data, questionnaire was administered to pre-primary teachers, interview was conducted for sampled head teachers and researcher collected secondary data through observation method. Data collected was analysed qualitatively and quantitatively using descriptive statistics and thematic content analysis. The study found that activity-based learning was occasionally used (M= 3.19, SD= 0.54) by teachers in public pre-primary schools in the study area. Teachers failed to use the recommended methods because of the non-availability of adequate and quality instructional resources. The study recommends that teachers should be supported by parents, government, and school management in the acquisition of the right infrastructure and instructional resources. Teachers also need to be provided with additional training on activity-based approaches implementation in schools.
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