Papers by hudsonOuko ong'ang'a
The International Journal of Humanities & Social Studies, 2021
Learner's classroom participation can be gauged by; confidence levels turn taking, numeracy skill... more Learner's classroom participation can be gauged by; confidence levels turn taking, numeracy skills, manipulative competencies and task completion. However, over time, adequate inculcation of play as a strategy in early childhood classrooms is yet to be achieved. This underscored the need of this study. The study assessed play as a strategy on preschoolers' classroom participation in public pre-primary institutions of Bunyala sub-county, Busia County, Kenya. The guide objectives of this study were: to establish the types of play used as a strategy on pre-schoolers' classroom participation and to investigate the types of play materials used by pre-schoolers' in public pre-primary schools in the said study location. Methodology adopted was descriptive survey research design. Social-Cultural Development Theory (Vvygotsky, 1978) guided the study. Research targeted a population of 27 public pre-primary centres in Bunyala Subcounty. Of this population, 2 were used in piloting while in 25 actual study was conducted. The parameters of analysis were 25 heads of public pre-primary centres, 50 teachers of public pre-primary centres and 100 pre-schoolers. The sampling techniques adopted were purposive and simple random. Data was collected using questionnaire and observation guide. Reliability and validity of the instruments were addressed through piloting and test retest. Descriptive statistics for measures of central tendencies were applied. For qualitative data, content analysis was adopted. Regarding types of play, the study found out that all the pre-unit teachers were engaging their learners in various forms of play with physical type being the most common (91%) though with a myriad of challenges. The study also found out that there were various play materials available for the preschool learners mostly the local ones though with acuteshortage especially the commercial ones. It was concluded that pre-unit learners in Bunyala Sub-county were not adequately exposed to all forms of play besides inadequacy of play materials. The study recommended that play materials should be availed and pre-unit learners get exposed to them.
International journal of research and innovation in social science, 2024
International Journal of Multidisciplinary Comprehensive Research, 2024
The role of the family in the life of an individual child cannot be overemphasized. Available stu... more The role of the family in the life of an individual child cannot be overemphasized. Available studies globally have shown that family dynamics have a significant influence on reading readiness of pupils at the early years of school. Many attempts have been made by the government and different organizations to improve reading but not equal effort is put to promote reading readiness. This study therefore explored family dynamics that influence reading readiness among pre-primary school pupils in rural pre-schools in Siaya, Kenya. The study adopted a descriptive research design which allowed for in-depth exploration of the study variables. This study was guided by Bronfenbrenner’s Ecological Systems Theory. The dependent variable for the study is pre-primary pupils’ reading readiness while the independent variables were family dynamics. The target population of the study was pre-primary school pupils in Siaya County. The study adopted stratified random sampling to sample schools as pub...
International Journal of Current Aspects, 2019
The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos Count... more The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resou...
Journal of Education and Practice, 2020
Early literacy competency is a key factor in a child's reading progress, school transition and ac... more Early literacy competency is a key factor in a child's reading progress, school transition and academic achievement. Children who acquire pre-literacy skills adequately and early in life have been seen to have a smooth transition, have a thorough understanding of concepts in other learning areas and become high academic achievers. Since acquisition of pre-literacy skills is a fundamental issue in the education cycle of an individual, it should not be left to teachers alone. It is of essence to establish how parents can be involved in their children's acquisition of pre-literacy skills since they are the first teachers that a child encounters. Parents can be involved in promoting their children's acquisition of pre-literacy skills by providing resources that promote acquisition of pre-literacy skills, assisting children to do homework, involving children in shared book reading and creating a stimulating Home Learning Environment (HLE). A family's SocioEconomic Status has been identified as one of the major factors that influence the rate of parental involvement in education. Parents from privileged SES backgrounds are more involved in their children's education than their counterparts from low SES backgrounds. Most teenage mothers drop out of school before completing the whole education cycle and therefore they lack marketable skills that would help them get decent jobs. This means that they end up in low paying and unsatisfying jobs. It was therefore important to find out how the SES of teenage mothers influence their involvement in children's acquisition of pre-literacy skills. This article highlights findings from a study that sought to establish the influence of teenage mothers' SES on their involvement in children's acquisition of preliteracy skills. The study was based on Bronfenbrenner's Ecological Systems Theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire was used to collect data from respondents. Descriptive statistics were used to analyze data. Findings indicated that the SES of teenage mothers influence their involvement in children's acquisition of preliteracy skills. The authors recommended that the back to school policy should be fully implemented, county governments increase resources allocated to pre-primary schools and donor agents should help teenage mothers acquire vocational skills.
Quality education is paramount for the realization of holistic development of learners. Parents i... more Quality education is paramount for the realization of holistic development of learners. Parents invest a lot in their childrenrsquos education which calls for the provision of quality education. Both public and private sector have to ensure that quality education is provided. The purpose of this study was to compare the quality of pre-primary school education offered by public and private pre-primary schools in Nairobi City County, Kenya. The target population was all public and private pre-primary schools in Nairobi City County. A sample size of 28 0ut of 280 pre-primary school teachers and head teachers were selected randomly. The transformational theory by Freire and Mezirow was used in the study. It is concerned with transformation of learners who are believed to be empty when they come to first contact with school practices. Descriptive research design was used. Questionnaire for the pre-primary teachers and interview schedules for head teachers were used as the research instru...
World Journal of Innovative Research, 2018
Pre-primary school learning experiences lays a strong foundation for pupils' later academic progr... more Pre-primary school learning experiences lays a strong foundation for pupils' later academic progression and achievement. The experiences equip learners with the requisite competencies and abilities for formal and lifelong learning including basic literacy and numeracy skills. Premised on this commonality, the purpose of this study was to establish pupils' academic achievement in literacy and numeracy on entry to standard one and whether pre-primary school learning experiences and teachers' level self-efficacy predicted pupil's literacy and numeracy achievement. The study also investigated pre-primary school learning experiences and teachers' self-efficacy's predictive value of standard one pupils' literacy and numeracy achievement. Free primary school in Kenya is mandatory for six year olds irrespective of their backgrounds. Pre-primary school education is therefore not a requirement for joining primary one (Standard one) class. In a typical standard one class in Kenya, one would expect pupils with unequal pre-primary school learning experiences. Teacher's self-efficacy equally could influence pupils' academic achievement. Two theories guided this study; Albert Bandura's self-efficacy theory (1982) and the Ecological Systems theory by Urie Bronfenbrenner (1979). Ex post facto research design was used to guide the study. Variables of the study included pre-primary school experiences, gender, teachers' self-efficacy and type of school. The study was conducted in Gucha District of Kisii County, Kenya. The target population was both public and private primary schools in the District. All standard one pupils and their teachers of the sample schools participated. Purposive and stratified random sampling techniques were employed. Eight (8) primary schools formed the sample of the study. A total of six public and two private schools formed the study sample. This was comprised of 16% of the population. The total sample was 154 pupils and eight (8) teachers. Descriptive and inferential techniques were employed to analyze data. Statistical Package for Social Sciences (SPSS) programme was used to analyze data. Means and percentages were calculated and inferential statistics involved Analysis of Variance (ANOVA). ANOVA was used to test, H01, H02, H03 and H04 while H05 was analyzed using multiple regression. A P ≤ 0.05 level of significance was accepted. The findings of the study revealed that pre-primary school learning experiences together with teachers' level of self-efficacy significantly predicted pupils' literacy and numeracy achievement. One of the recommendations based on the study findings was that policy makers at both central and county governments should invest substantial resources in pre-primary school programmes in order to improve academic outcomes in primary school level to avoid investing too much too late.
European Journal of Education Studies, 2020
Early literacy is an integral part in children’s learning. It is crucial in a child’s education c... more Early literacy is an integral part in children’s learning. It is crucial in a child’s education cycle since it is the basic foundation on which all further learning is built. Many researchers have argued that since parents are the first teachers that a child encounter, it is important to find out how they can be involved in their children’s acquisition of pre-literacy skills. The two major ways of parental involvement that have been put forward are provision of resources that promote acquisition of pre-literacy skills and involving children in literary rich engagements. Unfortunately, studies on how teenage mothers can be actively involved in promoting their children’s acquisition of pre-literacy skills are scanty. Since teenage mothers are young and most of them depend on their parents for financial support and nurturance, it is important to find out how effective they can get involved in promoting their children’s acquisition of pre-literacy skills. Therefore, this article, highli...
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Papers by hudsonOuko ong'ang'a