http://hdl.handle.net/123456789/15715 2026-04-05T20:30:52Z 2026-04-05T20:30:52Z LANGAT CHEPNGETICH EDINAH http://hdl.handle.net/123456789/18867 2026-02-09T07:45:39Z 2025-01-01T00:00:00Z

CAUSATION OF PARENTS’ SOCIO-ECONOMIC STATUS ON ENROLMENT OF LEARNERS IN PRE-PRIMARY EDUCATION IN NAROK SOUTH SUBCOUNTY, NAROK COUNTY, KENYA LANGAT CHEPNGETICH EDINAH The varying aspect of income differences between households and different aspects such as parental education, occupation, and family size has in many developing regions and especially to Kenya affected children's chances of being admitted to and retained in pre-primary school. This study assessed how the socio-economic status of parents can influence their children to be enrolled in pre-primary schools within Narok South Sub-County of Narok County. The findings of the study were intended to supplement key stakeholders, that is, the Ministry of Education, teachers, parents, policymakers, and the general public, so as to make their decisions based on empirical data and strengthen early childhood education programs. The study had four objectives to accomplish; it examines how income levels, education attainment, and the occupation of parents as well as the size of family are likely to translate into a pre-primary pupil case. Income of parents, education level, occupation, family size-independent variables, while pupil enrollment is dependent. The study was based on the theory of parental involvement. Descriptive survey design went on with the study. The population targeted was made of 1,295, and a sample drawn from it was made of 306 respondents being 62 head teachers, 122 pre-primary teachers, and 122 parents selected through simple random sampling. A questionnaire and interview schedule were the tools of collecting data. Some piloting was done in two pre-primary schools within the sub-county to test the reliability and validity of the instruments. The data were analyzed quantitatively by descriptive statistics, while qualitative data were analyzed by content analysis. It was noted that enrollment in pre-primary schools was significantly dependent on parental income (mean score = 2.66) and level of education of parents (mean score = 2.50), family size (mean score = 2.23) being least so, probably because teachers do not view it as important for enrollment. Children from high-income households were found more likely to enroll in and remain in school than counterparts of poorer households. This brings about specific socio-economic dependence around which the patterns of enrollment into the pre-primary sector are built since income and education seem to be the most prominent indicators in that regard. This results to significantly entice educators, policymakers, and community stakeholders towards developing specific interventions or outreach programs to address socioeconomic disparity while increasing early childhood education enrollment.

2025-01-01T00:00:00Z MUNYAMBU LENAH H. http://hdl.handle.net/123456789/18850 2026-02-06T07:19:56Z 2025-01-01T00:00:00Z

TEACHER FACTORS IN RELATION TO PERFORMANCE IN LANGUAGE ACTIVITIES AMONG LEARNERS IN PUBLIC PRE-PRIMARY SCHOOLS IN MWINGI CENTRAL SUB-COUNTY, KITUI COUNTY, KENYA MUNYAMBU LENAH H. Teachers play an important role in language development among learners in pre-primary schools. They help learners acquire reading, writing and oral skills. However, in public pre primary schools in Mwingi Central Sub-county, the situation is quite different since many learners still manifest poor reading, writing and oral skills. Thus, the purpose of this study was to assess the influence of teacher-related factors on performance in language activities among learners in public pre-primary schools in Mwingi Central Sub-county, Kitui County, Kenya. The objectives were; to examine the influence of teacher motivation, qualifications and experience on performance in language activities among learners in public pre-primary schools in Mwingi Central Sub-county. The study may benefit school management by providing insights that can enhance the effectiveness of language instruction. Additionally, both the national and county governments could gain valuable information to inform legislation and policy development, ultimately improving language learning in Kenya.The study was guided by the interactionist theory of language acquisition. The study applied descriptive survey research design. Target population for the study was all pre-primary school teachers and learners in Mwingi Central Sub-county. The sample size of 320 respondents was determined using Yamane’s Formula. Stratified sampling was used to create five different strata based on the number of zones. Schools and headteachers were selected using simple random sampling while teachers and learners were selected using simple random sampling to avoid bias and favouritism. Pilot study was conducted among 32 respondents from Kwamwingio and Kawelu public pre-primary schools in the neighbouring Makueni Sub county. Questionnaires were used to collect quantitative data from pre-primary school teachers, whereas interview guides were used to collect qualitative data from headteachers and observation checklist from learners. Qualitative data was analyzed thematically along the objectives and presented thematically in narrative forms. Quantitative data was analyzed descriptively using frequencies and percentages. Quantitative findings was presented using tables and charts. The study found that pre-primary school teachers were not adequately recognized by school management compared to other staff. Class size significantly affected both teacher motivation and learners' performance in language activities. Teachers lacked essential resources and tools, were poorly remunerated, and received little to no non-monetary benefits. Many were also not professionally trained or equipped for their roles. There was a clear relationship between teacher qualifications and learner performance, yet most teachers lacked the necessary credentials to effectively implement language activities. Instructional methods and materials were shaped by teacher motivation, skills, and the availability of resources. However, school management often overlooked teacher experience during hiring, despite its crucial role in creating a productive learning environment, enhancing learner confidence, improving academic performance, and fostering effective teacher-learner communication.

2025-01-01T00:00:00Z martha naisiaye kesuna http://hdl.handle.net/123456789/17320 2024-11-28T07:13:22Z 2024-01-01T00:00:00Z

Effactiveness of instructional Materials in Enhancing Aqcuisition of Pre-reading skills Among public Pre-School Learners in Narok North Sub-County, NarokCounty,Kenya martha naisiaye kesuna

2024-01-01T00:00:00Z CHRIS KAMAU KIRIBA http://hdl.handle.net/123456789/10699 2024-07-25T12:55:40Z 2020-01-01T00:00:00Z

SELECTED FACTORS INFLUENCING IMPLEMENTATION OF EARLY CHILDHOOD DEVELOPMENT POLICY IN PUBLIC PRE-SCHOOL EDUCATION IN NAROK NORTH SUB COUNTY , NAROK COUNTY KENYA CHRIS KAMAU KIRIBA ABSTRACT Early Childhood Education (ECE) comprises essential programmes and activities which are very important to the holistic development of a child. This is one of the main reasons why the government through policy interventions has given a lot of attention to ensuring that the program becomes a success. The implementation of the ECDE policy in Preschools is however, faced with many factors. Some of these factors are general, affecting the program as a whole while others are specific to counties such as Narok. The purpose of this study was to examine the factors influencing implementation of ECDE policy in public pre-school education in Narok North Sub County. Specifically, the study sought to; assess the influence of awareness of the ECDE policy on the implementation of ECDE Policy in Narok North sub county, evaluate the influence of teachers’ characteristics on the implementation of ECDE Policy in Narok North sub county, establish the influence of resources on the implementation of ECDE Policy in Narok North sub county and determine the influence of community attitudes towards the implementation of ECDE policy in public preschool education in Kenya. The target population constituted 94 ECDE managers, 188 ECDE teachers, and 6 DICECE officers in Narok North Sub County. The study used stratified and simple random sampling method to select the 172 respondents from the study population. A structured questionnaire and interview guide were developed in line with the study objectives. A pilot test was conducted and the results used to test reliability coefficient of the questionnaire which was established to be 0.7. The data was organized using Statistical Package for Social Sciences (SPSS) and analyzed using descriptive statistics of frequency and percentages by the help of computer software). The results revealed that the implementation of ECDE policy is influenced by low levels of awareness among the stakeholders including the teachers and the managers of the ECDE programs. The results also show that the implementation of ECDE policy was also influenced by the teacher’s characteristics defined by their attitude and perceptions, skills, knowledge and abilities. It was further established that implementation of the ECDE policy was influenced by lack of resources to support the programme in Narok North SubCounty. It was on this basis that the study concluded that implementation of ECDE policy was faced by various factors that have to be addressed. On the level of was influenced by the four selected factors; awareness of the policy among the stakeholders, the lack of resources to support the implementation of the program, the teachers characteristics and the negative community attitudes of the community. The study therefore recommends that for there to be effective implementation of the ECDE policy in North Sub County, there is need to ensure that all the teachers and managers are aware of the policy, the required ECDE resources are made available to support the program, the teachers are motivated and effectively equipped with the required skills to be able to manage the ECDE centers and programs and that the community must be well sensitized to ensure that the negative attitudes does not influence the implementation of the policy. The findings of the study were beneficial to all the pre-school in the county. The teachers and the ministry of education will also shed light on policy issues that influence the management of the ECDE programmes.

2020-01-01T00:00:00Z