Pre-school teachers’ perceptions of the influence of selected instructional factors on pupils’ competency skills in public pre-school centres in Keiyo South Sub-County, Kenya

Abstract

Statistics shows that majority of learners are unable to cope with the primary school demands in Keiyo South Sub County due to challenges related to literacy and numeracy skills. The purpose of this study was to investigate perceptions of pre-school teachers of the influence of selected instructional factors on pupils‟ acquisition of competency skills in public pre-school centres in Keiyo South Sub County in Elgeyo-Marakwet County. This study was guided by Piaget cognitive development and functionalism theory of learningwhich proposed for the use of instructional materials in facilitating acquisition of skills by pupils. The research design for the study was descriptive survey. The target population for the study comprises of all 60 pre-primary schools in the Sub Countywith a total of 144pre-school teachers. The accessible population for the study were 93 pre-school teachers and the sample size involved 75 respondents. The study respondents were selected using proportionate stratified sampling technique based on the zones they came from. Questionnaire wasused as instrument of data collection in this study. Prior to administration of research instrument to the field, validation was done by experts from department of curriculum instruction and education management.Pilotingwas conducted to establish the reliability of research instruments. Cronbach alpha reliability coefficient was used to calculate the reliability. The study obtained a reliability index of 0.8076. Quantitative data was analysed with the assistance of computer software Statistical Package for Social Sciences (SPSS). Data wasanalysed using descriptive statistics (percentages, frequencies, means and standard deviation). The results of the study showed that the selected school instructional factors affected learners‟ acquisition of competency skills in numeracy, literacy and oral skills. The teachers perceived that when adequate and appropriate instructional learning resources were provided, learners reading, writing and numeracy skills improved. Secondly, teachers perceived that the level of training was a factor influencing the acquisition of competency by pre-school learners. Low pupil: teacher ratio was mentioned to influence acquisition of competency by pre-school learners. Teacher workload was also found to influence learners‟ acquisition of competencies by pre-school pupils. The study concluded that instructional resources are critical to pre-school pupils‟ acquisition of critical competencies required for their learning. The study recommends that pre-school centres should be adequately equipped with instructional resources and need to be provided for opportunities for in-service training.More classrooms to be constructed support staff to be hired and the government should hire pre-school teachers. The study findings are of significance to the schools and government towards improving the status of early childhood education. In addition, the study findings show the importance of instructional factors towards learners‟ acquisition of competency skills in reading, writing and counting in pre-schools.