INFLUENCE OF CLASSROOM ENVIRONMENT ON THE LEARNING OF
SOCIAL STUDIES IN PUBLIC PRE- PRIMARY SCHOOLS, IN UASIN
GISHU COUNTY, KENYA.
AWINJA NAOMI CRISPO
E55/OL/27510/2013
A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR AWARD OF THE DEGREE
OF MASTER OF EDUCATION IN (EARLY CHILDHOOD EDUCATION) IN
THE SCHOOL OF EDUCATION OF KENYATTA UNIVERSITY
NOVEMBER, 2020
DECLARATION
I declare that this project is my original work and has not been presented in any university/ institution for consideration for any certification. This research proposal has been complemented by referenced sources duly acknowledged. Where text, data
(including spoken words), graphics, pictures or tables have been borrowed research from other sources including; the internet, these are specifically accredited and references cited using current APA system and in accordance with anti-plagiarism regulations.
Signature: …………………………………….. Date: ……………………
Awinja Naomi Crispo E55/OL/27510/2013
Department of Early Childhood & Special Needs Education
SUPERVISOR’S APPROVAL
I confirm that the work reported in this project was carried out by the candidate under my supervision as a university supervisor
Signature: …………………………………….. Date: ……………………
Dr. Rachel W Kamau-Kang’ethe
Department of Early Childhood and Special Needs Education
ii
DEDICATION
I wish to dedicate this project work first and foremost to my husband Bishop Kisuli and children Moses Muithi, Faith Mutheu and Victory Uathimo who tirelessly encouraged me to continue and not to give up when tough moments occurred. My colleagues who gave me educational ideas towards the success of this research project work and to all who gave me any form of support,
May God Bless ALL.
iii
ACKNOWLEDGEMENTS
This research Project could not have been possible without the material and moral support from various people. My gratitude first goes to God who gave me the strength and courage to undertake this research project. I do acknowledge and appreciate the efforts put by my supervisor Dr. Rachel W. Kamau-Kang`ethe who worked tirelessly to ensure that I sail through this project work. I would not forget also to acknowledge the Department of Early Childhood Development Studies, Kenyatta University lecturers who impacted professionalism in my work. My thanks also go to all who gave in any form of support.
iv
ABBREVIATIONS AND ACRONYMS
ANPPCAN African Network for the Prevention and Protection against
Child Abuse and Neglect
ASSP African Social Studies Programmers
CDE County Director of Education
CSG Community Support Grant
ECDE Early Childhood Development Education
ICT Information Communication and Technology
KIE Kenya Institute of Education
MKO More Knowledgeable Others
MOE Ministry of Education
NCIC National Cohesion Integration Coalition
NCSS National Council for the Social Studies
UNESCO United Nations Educational, Scientific and Cultural
Organization
USA United States of America
USAID United States Agency for International Development
ZPD Zone of Proximal Development
v
TABLE OF CONTENTS
DECLARATION...... II DEDICATION...... III ACKNOWLEDGEMENTS ...... IV ABBREVIATIONS AND ACRONYMS ...... V TABLE OF CONTENTS ...... VI LIST OF TABLE ...... IX LIST OF FIGURES ...... X ABSTRACT ...... XI CHAPTER ONE ...... 1 INTRODUCTION AND BACKGROUND OF THE STUDY ...... 1 1.0 Introduction ...... 1 1.1 Background of the Study ...... 1 1.2 Statement of the Problem ...... 5 1.3 Purpose of the Study ...... 6 1.3.1 Objectives of the Study ...... 6 1.3.2 Research Questions ...... 7 1.4 Significance of the Study ...... 7 1.5 Limitation and Delimitation of the Study ...... 8 1.5.1 Limitations ...... 8 1.5.2 Delimitations ...... 8 1.6 Assumptions of the Study ...... 9 1.7 Theoretical Framework ...... 9 1.8 Conceptual Framework ...... 12 1.9 Operational Definition of Terms ...... 13
CHAPTER TWO ...... 15 LITERATURE REVIEW ...... 15 2.0 Introduction ...... 15 2.1 Overview Literature on the Meaning of Social Studies ...... 15 2.2 Influence of Classroom Setting on Learning Social Studies ...... ERROR! BOOKMARK NOT DEFINED. 2.3 Influence of Instructional Materials on Learning of Social Studies ...... 21 2.4 Influence of Teaching Methodologies on Learning of Social Studies ...... 24
vi
2.5 Summary of Reviewed Literature ...... 28
CHAPTER THREE ...... 29 RESEARCH DESIGN AND METHODOLOGY ...... 29 3.1 Introduction ...... 29 3.2 Research Design...... 29 3.2.1 Variables ...... 29 3.3 The Location of Study ...... 30 3.4 The Target Population...... 30 3.5 Sampling Techniques and Sample Size ...... 31 3.5.1 Sampling Technique ...... 32 3.6 Research Instruments ...... 33 3.6.1 Questionnaire ...... 33 3.6.2 Interview Schedule...... 34 3.6.3 Observation Checklist ...... 34 3.7 Piloting Study...... 35 3.7.1 Validity of the Research Instrument ...... 35 3.7.2 Reliability of the Research Instruments ...... 36 3.8 Data Collection Techniques ...... 36 3.9 Data Analysis ...... 37 3.10 Logistical and Ethical Consideration ...... 37
CHAPTER FOUR ...... 39 DATA PRESENTATION, INTERPRETATION AND DISCUSSION ...... 39 4.1 Introduction ...... 39 4.2 Demographic Information of the Respondents ...... 39 4.3 First Objective:to Establish the Suitability of the Classroom Settings on Children’s Learning of Social Studies in Pre-Primary Schools ...... 41 4.3.1 Effect Of Suitability of Classroom Learning of Social Studies ...... 45 4.4 Second Objective: to Determine the Influence of Instructional Materials Used On Children’s Learning of Social Studies in Pre-Primary Schools ...... 47 4.4.1 Availability and use of Instructional Materials at Pre-Primary(Responses from Head Teachers) ...... 49 4.4.2 Effect of Instructional Materials on Learning of Social Studies...... 52
vii
4.5 Third Objective: to Evaluate the Appropriateness of the Teaching Methodologies used on Children’s Learning Social Studies in Pre-Primary Schools ...... 55 4.5.1 Factors Affecting Choice of Teaching Method ...... 58 4.5.2 Appropriate Teaching Methods (Head Teachers’ Views) ...... 59 4.5.3 Effect of Teaching Methods on Learning of Social Studies ...... 60 4.6 Regression Analysis and Summary ...... 61
CHAPTER FIVE ...... 64 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS .. 64 5.1 Introduction ...... 64 5.2 Summary of Findings ...... 64 5.2.1 Suitability of the Classroom Settings on Children’s Learning of Social Studies In Pre-Primary Schools ...... 64 5.2.2 Effect of Instructional Materials used on Children’s Learning of Social Studies In Pre-Primary Schools ...... 65 5.2.3 Appropriateness of the Teaching Methodologies used on Children’s Learning Social Studies in Pre-Primary Schools ...... 66 5.3 Conclusion ...... 66 5.4 Recommendations for the Study ...... 67 5.5 Recommendations for further Study ...... 68 REFERENCES ...... 69 APPENDICES ...... 81 Appendix I: Questionaire for Teachers ...... 81 Appendix II: Observation Checklist ...... 87 Appendix III: Interview Schedules For Head Teachers ...... 88 Appendix IV: Interview Schedules For Headteachers ...... 90 Appendix V: Research Authorization, NACOSTI...... 91 Appendix VI: Research Authorization Card, NACOSTI ...... 92
viii
LIST OF TABLE
Table 3.0 Target population: Ecd centers ...... 31 Table 3.1 Sample Size...... 33 Table 4.1 Demographic characteristics of the respondents ...... 40 Table 4.2 Suitability of classroom settings ...... 41 Table 4.3 Provision of intimate space ...... 43 Table 4.4 Cross tabulation between suitability of classroom and learning of social studies ...... 46 Table 4.5 Chi-Square test of independence ...... 47 Table 4.6 Teaching and learning materials and equipment ...... 48 Table 4.7 Availability and use of instructional materials at pre-primary level ...... 51 Table 4.8 Cross tabulation between availability and use of instructional materials and learning of social studies ...... 53 Table 4.9 Chi-Square Test Of Independence ...... 54 Table 4.10 Appropriateness of the teaching methodologies and learning of social studies ...... 56 Table 4.11 Factors considered in choice of teaching methods ...... 58 Table 4.12 Cross tabulation between teaching method and learning of social studies 60 Table 4.13 Chi-Square test of independence ...... 61 Table 4.14 Contribution of classroom suitability, instructional materials and teaching method to learning of social studies...... 62
ix
LIST OF FIGURES Figure 1.0 Conceptual framework illustrating the relationship between the independent and the dependent variables ...... 12 Figure 4.1 Provision of adequate space ...... 44 Figure 4.2 Child involvement and achievement of lesson ...... 57 Figure 4.3 Teaching methods used to teach social studies ...... 59 Figure 4.4 Percentage contribution of availability of instructional materials, classroom suitability and teaching method ...... 63
x
ABSTRACT
Social Studies in Pre-Primary Schools refers to the learning of all human activities and the people in the society that one lives in. Global Studies show that a child who is effectively taught social studies obtains social skills and values in the society. The purpose of this study was to find out the influence of the classroom environment on learning of social studies in pre-primary schools in Eldoret East Sub-county in Uasin Gishu County. The specific objectives of the study were guided by three research objectives; to establish the suitability of the classroom setting, to find out the availability of instructional materials used in teaching and to evaluate the appropriateness of the teaching approaches used in teaching social studies. The study was guided by the social learning theory by Lev Vygotsky, (1896- 1934). The theory purports that social learning occurs in three themes; interactive activities, pairing a learner with more knowledgeable others (MKO) and giving tips to a learner on how to handle difficult tasks in their zone of proximal development (ZPD). The study employed descriptive survey design. The target population comprised of 9 zones with 150 Pre-primary schools, 150 head teachers and 440 Pre-primary teachers. Stratified random sampling was used to select schools, while simple random sampling was used to select individual participants. Hence the sample size was 3 zones, 108 schools, 15 head teachers and 205 pre-primary teachers. The data was collected using the questionnaires, interview schedules and observation checklists in which the teachers and the researcher administered on the instruments respectively. The data was organized and analyzed using both quantitative and qualitative approaches. Quantitative data analysis is descriptive statistically displayed in frequency tables, percentage while qualitative data was analyzed using themes. The findings showed that learning of Social Studies in pre-primary schools was majorly influenced by availability of instructional materials at 24.0%, followed by the appropriateness of the teaching methods at 8.1%, while classroom suitability influenced learning of Social Studies at 4.8%. The study may be useful to the policy makers, curriculum developers, curriculum support officers and the school managers who may utilize the findings by ensuring that the classroom environmental conditions are conducive for learning. The study may be a source of information for teachers to improve on the teaching and learning standards of social studies in Pre-primary schools, and finally the learners’ academic scores in social studies will increase and skills and values will be expected to improve.
xi
CHAPTER ONE
INTRODUCTION AND BACKGROUND OF THE STUDY
1.0 Introduction
This section presents the background information, problem statement, and the purpose of the study, objectives, and research guiding questions, significance of the study, limitations, and delimitations of the research study, assumptions, theoretical and conceptual framework and finally operational definition of terms.
1.1 Background of the Study
Our world is a social learning sphere and we spend most of our time in interactions as members of social groups. We apply social skills everywhere as we share with others, get along with other people in various settings and display quality social skills for cohesive living among many others (McClelland & Morrison, 2003). Social studies education has been seen to play an integral part in the building of nations, therefore, the development of social skills in formative years lays a critical foundation for later academic achievement as well as work-related skills, such as cooperation, respect, turn-taking, sharing and team spirit.
The National Council for the Social Studies board of directors in USA (NCSS, 2017), purported that social activity in elementary years equipped learners with knowledge and understanding of the past events that would help them cope up with the present life. Precisely NCSS, (2017) meant that, unless learners acquired foundational knowledge, attitude, and skills in early years, it would likely be that the teachers in higher levels of learning would be unsuccessful in preparing them for effective and responsible citizens. Therefore, the learning of social education when developed
1
systematically from an early age provides children with the social skills to relate appropriately in the physical and social environments.
Globally, studies suggest that for social studies to be well performed teachers should build interest of their students in the environment around them. In Canada Umameh
(2011) reported that classroom environment was significantly related to student academic performance in Canadian Schools. A Study on learning environmental carried in Columbia by Linda (2007) suggests that Social studies subject require meaningful teaching, reflective planning, instructions, and assessment. Therefore, teachers should know the subject matter and then engage students in the learning process through variety of instructional strategies and right teaching approaches.
In Africa, low performance in Social Studies in primary schools in Nigeria have been attributed to inadequate instructional materials, Adeyemi (2008) stated that social studies is an activity based subject and therefore depends on instructional materials utilization for effective teaching. In Ghana, Dadzie (2010) elucidated that lack of instructional resources in schools and poor classroom infrastructures negatively affected the quality of instruction in Social Studies. In West Africa Isola, (2010) conducted research on instructional materials and academic performance and concluded that material resources have a significance effect on students’ performance in all subjects. In Kenya Lilian, (2015) investigated the classroom environment on pupils’ academic performance in primary schools in Bungoma Sub County, Kenya and the study pointed out that availability of physical facilities in schools contributed positively to pupil’s performance. Similarly, Wambua (2018) affirmed that unavailability of material resources affected classroom learning environment which
2
contributed to poor performance in social studies in lower primary grades in Kibwezi zone, Kenya.
Pre-primary teachers according to Njoki (2014) have abilities to enable the learners to balance their experiences through interactive social studies activities. Uwezo
Education Kenya's (2014) findings indicated that there was a positive relationship between the classroom environment and high literacy skills in children and therefore there was a need for schools to create a conducive classroom environment. The
Kenyan government in its bid to attain Education for All (EFA) embraced the importance of social studies education and the learning activity was included in the pre-primary curriculum, subsequent evaluations of the curriculum activity was done in order for the educational goals in Early Childhood Education (ECDE) to be realized, (ECDE framework K.I.E 2006). The goal included was goal No.7 which focused on providing education that enabled the children built good habits; acquire acceptable values and behaviors for effective living as an individual and as members of the of the society (ECDE Syllabus, 2006).
The ECDE syllabus (KIE, 2006) highlighted several important facts about social studies including that the learning activity area helped the learner to acquire the understanding that, human beings live together in the society and maintained good relationship with other children. In addition, the Competency Based Curriculum
(CBC) highlights that learners should acquire, values, right attitudes and life skills.
These can only be achieved through effective teaching of relevant learning areas such as Social Studies.
3
The National Cohesion and Integration Commission (NCIC) carried out a research on the possible causes of ethnicity conflicts, tribal clashes and discrimination in Kenya.
The study revealed that there was no good relation and harmony between persons of different ethnics and racial communities due to the gaps in socialization skills. The study recommended that learning institutions were to provide an excellent platform to socialize learners into principles of non-violence values and so built a multi-ethnic nation. These early interventions if addressed effectively, would enable children to grow into potential youths to confront causes of conflicts and discrimination in the society, to prevail peace in schools, hence community co-existence and respect for diversity was to be realized(NCIC, 2014). In this regard, the classroom environment was one of the platforms to be used in schools to socialize learners and serve as a laboratory for children to learn social studies education.
According to Obaki (2017), a classroom design and the teacher’s careful selection of materials and use of relevant teaching approaches in all learning areas creates a responsive learning environment and develops an environment that creates a desired children’s social behavior. Interestingly, most of the studies carried out in Pre-primary levels had not explored on influences of the classroom environment on learning of social studies in pre-primary schools. Therefore the researcher found it necessary to carry out this study in Uasin Gishu County at the public pre-primary level in order to establish the influence of the classroom environmental conditions on learning social studies. This was because the County government had supported the public pre- primary schools by constructing permanent classrooms in most of the public primary schools and had deployed at least two trained ECDE teachers in every Pre-primary school (U.G County News Letters, 2014-2016).
4
The research study intended to focus on the classroom environmental conditions, based on some classroom dynamics that included physical appearance, appropriateness, and adequacy of instructional materials and appropriateness of teaching approaches used in the classrooms by teachers of social studies. In addition, the county of Uasin Gishu in the past years had experienced effects of post-election violence. Since Post-election violence was a collection of social problems, then classroom environment was expected to serve as a laboratory at pre-primary levels for teaching social skills and values of living together effectively. Therefore this study sought to find out the influence of classroom environmental conditions, in terms of physical appearance, instructional materials, and teaching approaches on learning of social studies in pre-primary schools.
1.2 Statement of the Problem
Research highlights that social education promotes the development of moral and social skills in children and also enables them to be effective participants in the community. Global and regional studies indicate that children who were competent in social studies developed moral and social skills, easily coped with academic challenges and social problems and were effective participants in the community compared to those who were incompetent in social studies. Further, studies have pointed out that the use of effective teaching methods and resources in social studies improved children’s grade scores and increased skills in socialization.
In Kenya today, there is a high demand of coercive living, in which values and skills learned in social studies are a means to achieving them. Studies have highlighted the importance of teaching social studies in a conducive classroom because the learners’
5
early formative experiences shaped their attitudes for mutual coexistence in the classroom, school and community. However, no study has been conducted in Kenya to establish the effects of the classroom environment on learning of social studies in pre-primary grades.
The county of Uasin Gishu in the past years had experienced effects of post-election violence. Since Post-election violence is a collection of social problems, then classroom environment was expected to serve as a laboratory at pre-primary levels for teaching social skills and values of living together effectively. In addition, the County government of Uasin Gishu through the initiative of the County Development Fund
(CDF) had supported most of the public pre-primary schools by constructing permanent classrooms and had enhanced the teaching standards by deploying ECDE trained teachers in every public pre-primary schools. Therefore, based on the above, the researcher intended to find out the influence of the classroom setting on the learning of social studies in the public pre-primary schools in Eldoret East Sub
County, Uasin Gishu County, Kenya.
1.3 Purpose of the Study
The purpose of the study was to find out the influence of classroom environment on the learning of social studies in Public Pre-primary schools in Eldoret East Sub-
County, Uasin Gishu County, Kenya.
1.3.1 Objectives of the Study
The objectives of the study were:
6
i. To establish the suitability of the classroom settings on children’s learning of
social studies in pre-primary schools. ii. To determine the effect of instructional materials used on children’s learning of
social studies in pre-primary schools. iii. To evaluate the appropriateness of the teaching methodologies used on children’s
learning social studies in pre-primary schools.
1.3.2 Research Questions
i. How did the suitability of the classroom settings influence children‘s learning
of social studies in pre-primary schools?
ii. What was the effect of instructional materials used on children’s learning of
social studies in pre-primary schools? iii. How appropriate were the teaching methodologies used by teachers on
children’s learning of social studies in pre-primary schools?
1.4 Significance of the Study
The findings of the study were to be useful to policy makers, curriculum developers, school managers, curriculum support officers, teachers, learners as well as the society in general. The policy makers and the school managers would utilize the findings in ensuring that the classrooms are conducive for learning. The study provides useful information to curriculum developers and curriculum support officers to improve on the quality of the teaching standards and especially in the area of social studies.
The research findings are a source of useful information to assist the teachers to gain knowledge on the importance of creating an interactive classroom environment for
7
quality social skills and good relationships including co-existence into the larger community. The learners experience a sense of worth as they practice their social abilities such as sharing, turn-taking and self-care in a more improved classroom setting.
1.5 Limitations and Delimitations of the Study
This section illustrated the anticipated limitations and delimitations during the study period, and how they were handled.
1.5.1 Limitations
The anticipated limitations of the study emanated from the fact that some respondents were not cooperative to answer all the questions especially in revealing information perceived to be sensitive or confidential. However, the researcher assured the respondents that their confidentiality and anonymity were to be kept at all times.
Geographical factors limited school accessibility due to impassable roads especially during the rainy seasons. The researcher looked for any possible means such as motorbikes which helped in accessing the schools to ensure that the study was carried out successfully.
Finances and time constraints limited the research activities to be carried out effectively within the stipulated work plan, therefore, the researcher ensured that costs were appropriately met.
1.5.2 Delimitations
The study was confined only to public pre-primary schools in Eldoret East Sub- county; Uasin Gishu county and for effective estimates, the scope of the study was
8
limited to a few sampled schools of the Sub-county. The study was delimited to selected Classroom dynamics that influenced children’s learning of Social studies in that context, classroom appearance, learning materials and teaching approaches.
1.6 Assumptions of the Study
The researcher assumed that all Pre-primary teachers conducted their lessons based on the social study activity syllabus. The study also assumed that the Pre-primary management committee was aware of the classroom environmental conditions that promoted the learning of social studies. The study assumed that the respondents complied and gave correct information, handed in questionnaires on time and finally the study assumed that all the target groups provided the information needed correctively to make the research findings valid.
1.7 Theoretical Framework
The study was be based on the Social Development Theory by Lev Vygotsky (1896-
1934), a Russian psychologist who lived during the Russian Revolution. The Theory had three key themes of Social Learning stating that: Children learned best through social interactions, Children learned effectively when paired with more knowledgeable others and Learning by Zone of Proximal Development motivates children. Lev Vygotsky’s theory (1934) was one of the founders of constructivism which asserted that social learning occurred in three themes that included Social interactions, the More Knowledgeable Others (MKO) and the Zone of Proximal
Development (ZPD).
9
Firstly, social interaction activities play a fundamental role in the process of growth and development in the early years. Vygotsky perceived that social learning preceded cognitive development and that every function in the child’s cultural development appeared first at the social level and later at an individual level. That is to say social skills among early years develop between the child and the people in the environment
(inter psychological interaction) and later as an individual child (intra psychological interactions).
Secondly, social learning in children occurs by pairing a learner with a More
Knowledgeable Other (MKO). This referred to anybody who had a better understanding or has a higher ability level than the learner with respect to a particular task or concept. The MKO is regarded as being a teacher, a coach or an adult or a computer.
Thirdly, social learning occurs also in the Zone of Proximal Development (ZPD). This refers to the distance between the learner’s ability to perform a task under guidance or with peer collaboration and the learner’s ability to solve the problem independently.
Vygotsky focused on the connection between the people and the interactive environment where various experiences are felt and shared. This information from the theory is very paramount in the study because, in a learning situation in the classrooms, teachers facilitate learning to learners and learners acquire knowledge and skills through interactive activities such as experiments, demonstrations, role-plays, discussions and many others. Children are able to complete difficult tasks when assisted by teachers or more advanced and competent peers. Children develop positive
10
social skills and values while participating in group work activities and relating to the teacher positively.
Complex mental processes begin in social activities and children use mental capabilities after internalizing the activities to solve conflicts and make appropriate decisions (Lynch et al., 2004). Children learned to share materials in groups, tolerated one another, cooperated and took turns as a way of solving problems among themselves. This theory elaborated on how social skills developed in children through interacting with the significant others in their lives.
11
1.8 Conceptual Framework
Figure 1.0
Conceptual Framework Illustrating the Relationship between the Independent and the
Dependent Variables
Independent variable Dependent variable
Classroom setting Light/Lighting Outcome Space Aesthetic Set
up
Learning of social studies Instructional Knowledge
materials; Skills Charts/flashcards Norms Social Writing materials success Values Pictures Concepts Academic Blackboard progress
Text books
Teaching methods;
Child centered Teacher- learner
Intervening variables Training of teachers Education policies BOM decision makers Finance
Figure 1.0 above shows the independent variables comprised of classroom setting, instructional materials and teaching methods influence the dependent variable which is the learning of social studies in pre-primary schools.
12
If pre-primary school teachers are using teacher-centered teaching methods and class setting is conducive with adequate instructional materials, the expected outcomes are social success and academic progress.
The Conceptual framework also presents the intervening variables which were not part of the study but they have the possibility of influencing the expected outcomes.
1.9 Operational Definition of Terms
The terms below were used as explained:
Social Studies: A learning area that involves teaching and learning of
human relationship, skills, values and interactive
activities.
Classroom Settings: Refers to pre-primary classrooms that are used to cater
for the learning needs of pre-primary pupils
Social Abilities: The interactive expected behaviors, observed among
children of ages 3-5 years old. For example, taking
turns or sharing materials as they play
Social Skills: Abilities expected to be acquired by learners as they
grow and develop For example effective
communication and collaboration or critical thinking
and problem-solving in the prevailing situations of
their lives.
Instructional Material: Specific aids prepared and used by teachers to enhance
teaching and learning.
13
Teaching Methodology: Refers to teacher- centered or learner centered methods
of instruction
Classroom Environment: Refers to classroom settings, availability of instructional
materials and teaching pedagogy used in pre-primary
grades
14
CHAPTER TWO
LITERATURE REVIEW 2.0 Introduction
This chapter presents an overview of the literature on influence of classroom environment on learning of social studies in the pre-primary schools. The reviewed literature is presented in according to the study objectives which include: Influence of classroom settings on learning of social studies in Pre-primary grades, influence of instructional materials used on learning of social studies in pre-primary grades and influence of teaching methods used on learning of social studies. Finally, the study presents the summary of the reviewed literature.
2.1 Overview Literature on the Meaning of Social Studies
According to Clay Tone (2012), social studies is a multi-disciplinary, integrated approved study of people which includes their physical environment, histories, traditions and culture. Within social studies, there are other fields such as geography, economics, sociology, political science and many others that give support to each other and also provide a framework for learners to understand, define and interact with their own world effectively. Various researchers have come up with different definitions of Social Studies. Adeyemi (2000) defined Social Studies as the study of people, how they live, behave, socialize and the relationship they have with their physical and social environment.
The global consensus among scholars in this contemporary world is the need for learners to develop faith, self-expression, confidence and the skills to handle issues and problems affecting them and the society at large (Idowu, 2011). Social studies in
15
American histories seek to transmit knowledge and concepts of liberty and equality to the young people in order to strengthen their culture.
In Botswana, social studies means understanding the interaction with the environment and being aware of the social and contemporary issues. Social Studies help pupils to understand the relationship between the past and the present situations hence prepare them to deal with social and economic challenges effectively
(Government of Botswana, 2005). According to the government of Botswana, Social
Studies provides a sense of citizenship participation and social responsibility. The introduction of Social Studies in Botswana was geared towards developing and making learners into becoming functional citizens. It aimed at developing knowledge, skills and attitudes for self-fulfillment, dedication to one’s worth and to the nation. In this regard, instructions would be viewed as incomplete if not assessed according to the Social Studies teaching and learning standards because it plays an integral role in society.
The Scholastic stores (2015) explained that Pre-primary schools give a caring community with orderly routines in which children learned to accept their differences through pretend games, practiced resolving conflicts and dealt with their emotions, as they worked together in small groups. Therefore learning of social studies in the classroom setting becomes the first community for learners outside their home.
According to Achegbu, Obilor and Fedaiye (2001, Social Studies play a number of roles when taught in primary school level. These roles include: helps children develop self-confidence and initiative based on understanding their potentialities and own worth, natures power of imagination and resourcefulness, increases desire for
16
knowledge and continued learning, helps learners appreciate the dignity of man and liberty, instills the sense of respect for and tolerance of the opinion from others, they learn to accept necessary changes within systems of law and order deriving from the will of the people and natures positive attitudes which are favorable to social, physical, cultural and economic development and which enable them to participate in the community effectively after school. Therefore, learners needed to be taught the subject to enable them to effectively participate in life and make decisions on problems affecting them.
In Kenya, ECDE syllabus (K.I.E, 2006), the subject was introduced in the Pre- primary level with various objectives one of them being to make learners become involved in more meaningful and purposeful learning activities. In the current
Competency Based Curriculum, the social studies activities are refereed as
Environmental Learning activity Area. The area has learning activities which engage learners in investigations, demonstrations, observation and discussion of the immediate environment and its resources (KICD, 2017). Through this subject, learners are expected to develop exploration skills, acquire knowledge on social system and learn values affecting human relationship and interaction in everyday life
(Scholastic Stores, 2015).
It’s evident that Social studies supports learners’ interactions with the social environment and helps them identify the real world issues affecting man. Therefore, the teaching and learning of social studies when expressed in various views promotes acceptance of cultural diversity in schools among teachers and learners (Ellington and
17
Schug, 2006). Based on these factors, the researcher sought to establish how the classroom environment influences the learning of social studies in pre-primary grades.
2.2 Influence of Classroom Settings on Learning Social Studies
For effective teaching and learning of social studies in pre-primary schools, there is need to provide an attractive classroom setting that include adequate space for interactions, smooth floor paths for swift movement, adequate lighting without which children may be denied the opportunity to experience and feel objects and space under different conditions of illumination (Curtis and Carter, 2003). According to Hannah
(2013), a large portion of children’s time is spent in the classroom where they learn various social skills deemed necessary for them to achieve success in the global society.
Globally, studies have reported that appealing appearances in the classroom welcomes the learners enthusiastically (Kostelnik, Soderman, & Whiren, 2011). According to
Kostelnik et al. learning activities should be arranged in a way that gives opportunity for learners to interact with instructional materials. Further, they purported that an attractive learning environment appeals to children's senses and invites them to engage in activities which they later reflect upon on their own. The physical appearance of a beautiful classroom expresses wholeness, harmony, helping children to feel connected and closer to the sources of vitality and well-being (Kostelnik,
Soderman, & Whiren, 2011).
According to Olds and Rui (2001), designers are encouraged to focus on where more contrast is needed within the classroom space and provide a link between the contrasting parts. That is, seating arrangement for swift movements, attractive
18
displays that motivate learners and practical learning. Practical movement, interaction and exploration can be in blended combinations ranging from social to solitary or from indoors to outdoors, with messages from the activity areas within the classroom environment clearly displayed. They should be interesting and inviting learners to be involved or giving suggestions: For example “This is a good place to draw and write”;
“This is a table” or make movements of a cat.” Currently, Pre-primary schoolteachers’ pay more attention to cleanliness, feeding and safety than to aesthetic values of the classroom spaces. The classroom appearance may not be meeting the needs of small children (Tanner, 2000), because they are often ignored by planners of curricula.
A study carried out in Nigeria by Edinyang, Unimke, & Lwak (2015) purported that class environment provides a stage for acquiring behaviors. The study highlighted the importance of tailoring the classroom settings to fit the needs and experiences of the children who spend time there. They described that the important elements to be considered in settings which involve children include; aesthetic setups, light and lighting, proximity flow and private space.
Annova (2014) recorded that despite the importance of lighting in Pre-primary, it is an element that is greatly neglected by interior designers. Electric lighting needs to be designed according to the quantity, quality, and location of natural light entering the classroom space. Children prefer parts of the space that are well lit and with ample natural light to motivate their movements, interactions with one another or with materials. Although natural light changes slowly and continuously throughout the day and across the seasons, it provides children with the opportunity to experience objects and spaces under different conditions of illuminations (Olds, Anita & Rui, 2001).
19
According to Curtis, & Carter (2003), children can be provided with opportunities to experience natural light through supplying the classroom with low framed windows, for interesting views or use other architectural elements to bring in natural light into pre-primary classrooms. However, they should not spend long hours in windowless classrooms as it may affect their eyesight.
Artificial light should be provided within spaces mainly for general and task lighting.
Obonyo (2009) asserts that lights should be controlled and the caregivers are given some specified direction on the needed amount of light necessary for the support of children's holistic development. Natural lighting can be controlled by providing window treatments such as curtains or blinds while artificial lighting can be controlled by providing accessible switches and dimmers especially general tasks and social play this means that classrooms should have adequate light to enhance visual-oriented activities. However, studies by Heschang and Mahone (2015) asserts that a group of students who learned in maximum natural light setting scored 18% higher than those students learning in minimal natural light.
In Kenya, a study by Wambua (2018) purposed to find out the influence of classroom learning environment on lower primary school pupils’ performance in social studies in Kibwezi zone in Makueni County, Kenya. Results showed that classroom learning environment contributed to poor performance in social studies in Kibwezi zone. The study recommended that parents be sensitized to participate in forums which could help primary schools get funded for teaching/learning materials and facilities by funding organizations and government agencies such as CDF and county
Government.
20
It is evident from the reviewed studies that classroom settings influence learning in
Social Studies. However, there are no studies which have delved to establish how classroom settings influence learning of Social Studies in pre-primary grade.
Therefore, this study purposed to fill the gap.
2.3 Influence of Instructional Materials on Learning of Social Studies
In Kenya, pre-primary schools are the recipient of children as they transit from home to school. As they move to school, they need to adapt to the new environment in which they must meet a conducive atmosphere like that of their home a factor which tends to enhance children to like school. This can be achieved by displaying variety of attractive instructional materials in the classroom (Mwonga & Wanyama, 2012).
According to Twoli (2007) instructional materials in pre-primary involves all learning and teaching aids used in facilitating learning to increase the interest of learners’ participation and effective learning process.
According to Karaka and Fabian (2007), teaching using instructional materials enables the teacher to transfer the content to the learners effectively and reduced boredom. Similarly, Rolleston, (2009) elucidated that iinstructional materials also expose learners to new experiences and assist them open up developmental aspects leading to holistic learning. In Turkey, Halil (2011) did a survey study on the use of
Internal Communication Technology (ICT) as a teaching resource in the learning of social studies and the results showed that the availability of technological skills and gadgets in schools increased the performance, whereas their absence inhibited performance in teaching and learning process. The study, however, revealed that
21
teachers had inadequate skills in ICT and therefore needed to be given intensive in- service training on how to integrate technology in their lessons.
There are various categories of Instructional materials. For instance, visual and audio visual instructional materials. Audio-visual materials enhance teaching and learning as they involve the use of both the eyes and ears, they comprise computers, videotapes, tape recorders and radios. A study carried out by Christakis Zimmerman
(2004) on the use of Audio Visual Aids on cognitive development showed that watching of television improved pre-primary pupils’ scores on reading, recognition of sounds and memory. They concluded that television viewing was good for children’s brain development. Wolfenson (2000) suggests that uses of Audio-Visual Aids which have educational inputs are of vital importance to teaching young children in pre- primary schools. He was of the opinion that Audio Visual Aids help learners to improve in classifying, comparing and differentiating values. Hence learners remember what they have seen. Teachers were to stimulate learners’ senses using various materials and hence attain greater results of the stated objectives of learning
(Rolleston, 2009). However these studies on visual and audiovisual materials did not focus on use of the materials in social studies in pre-primary schools. Therefore, this study focused on the appropriateness of the visual and audiovisual instructional materials on learning of social studies.
Visual Materials which are also referred to as prints are also used in pre-primary grades to encourage learners participate in the classroom. According to Karaka and
Fabian (2007), visual materials such as textbooks, pictures, charts, cards among many other prints and media are the best tools in disseminating knowledge as they help
22
learners to understand concepts. Research of Cuban (2001) indicated the psychology of learning using visual aids as 1% of what is learned was from the sense of taste
1.5% of what is learned was from the sense of touch, 3.5% of what is learned was from the logic of smell, 11% of what is educated was from the logic of hearing and
83% of what is learned was from the sense of sight. Therefore the uses of visual materials make teaching and learning process more effective.
Uwezo (2016) conducted a learning assessment survey in Kenya, Uganda and
Tanzania. The study reported that lack of adequate instructional materials in lower primary schools contributed to poor performance. Further, the study reported that many classrooms did not have bookshelves or reading corners. In these and other
African countries, between 25% and 40% of teachers reported that they had a guide book in the subjects they taught. Another study conducted by USAID (2010) regarding the availability of textbooks and other reading materials in Ethiopia reported that there was a big gap in schools among regions in that only 1 in 6 children had reading materials. The study found out that most pre-primary school teachers taught without instructional materials which negatively impacted learners’ academic outcomes.
In Kenya, a study by Wambui (2011) reported that pupil-text book ratios in most public primary schools were below the approved standards for lower classes, especially in informal settlements. In private schools, the situation was different, learners especially the upper classes had ratios way above the standards while in community-owned schools, and the lower classes were disadvantaged. Lack of
23
learning materials among learners in lower grades can affect academic achievement of learners for the rest of their schooling.
Another survey carried out in Kenya by Sinyei, Mwonga & Wanyama (2012) delved to establish the challenges hindering effective implementation of early childhood music and movement curriculum in pre-primary schools. The study reported that most schools had inadequate instructional materials which contributed to lack of implementation of the curricula in pre-primary schools. The study therefore recommended that the government should conduct in-service courses for teachers to train teachers on how to improvise locally available materials and how to use play as a learning resource in pre-primary schools.
The reviewed studies have affirmed that availability and adequacy of instructional materials influence teaching-learning and learners’ academic outcomes. However, there are no studies which have delved to establish how instructional materials influence teaching and learning of Social Studies. Therefore, this study focused to fill this gap
2.4 Influence of Teaching Methodologies on Learning of Social Studies
Jean Piaget Social Constructivist Theory (1896) explained that children constructed social skills, ideas and concepts through exploring the surrounding world. And teachers were responsible of exposing the learners to social studies in a nurturing environment. This involved a real world situation in which learners were engaged in authentic inquiry based learning experiences (Minde, 2015). Therefore, the role of the teacher was to ensure that clear instructions and directions were appropriately given to the learners. Copple & Brede Kamp (2009) suggested that adults can help
24
children learn new social skills through scaffolding. Scaffolding according to Brunner
(2009) was a way of assisting a learner to handle a difficult task in a manageable way.
Thematic integration approach by Susan (1970) was purported as an appropriate means of curriculum delivery which was adopted by most of the Kenyan pre-primary schools however, the CBC currently is gradually replacing thematic integration approaches with child-centered approaches which are aimed to help learners acquire key competencies, knowledge, skills, and values applicable in the community service and beyond. In the CBC, learning activities are sequentially delivered from simple to complex, known to unknown and learners are actively engaged in group work and participatory activities which enhance development of health social skills including independence, team spirit, co-operation, creativity and innovation, problem solving and empathy not excluding appropriate language skills (Teaching and Resource
Centre, 2015).
According to Minde (2015), lack of appropriate teaching methodologies in the classrooms could influence the learners to develop undesirable behaviors’ such as disorderliness, disruptiveness, dependence, uncooperative, conflicts and lack of empathy among many others. The same could finally lead to low achievement in academics and in life. As such, Minde recommends that teachers should adopt child- centered pedagogy. Abotsi (2013) describes child-centred learning as an approach in education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators. This teaching method shifts the focus of activity from the teacher to the learners. These methods include active learning, in which learners solve problems, answer questions, formulate
25
questions of their own, discuss, explain, debate, or brainstorm during class cooperative learning. Further, Abotsi elucidates that learners work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, in which they are first presented with challenges and later learn the course material in the context of addressing the challenges.
According to Abotsi (2013), learner-centered method allows students to actively participate in discovery learning processes from an autonomous viewpoint. A variety of hands-on activities are administered in order to promote successful learning.
Unique, yet distinctive learning styles are encouraged and learners are provided with varied learning tools, creating a better environment for them to learn, with the use of valuable learning skills, Therefore learners are capable of achieving lifelong learning goals, which can further enhance student motivation in the classroom.
The longitudinal study of child-centered pedagogy conducted by Robertson, Kinos,
Barbour, Pukk and Rosqvist (2015) from Finland, Estonia and England respectively, examined the process of co-constructing learning experiences between children, adults and the environment, especially the teacher’s role in fostering places of participation. The study also documented children’s views on how decisions were reached, what kinds of things were decided, and who decided them. Three themes emerged from the study: control, collaboration and experimentation. The findings suggest that children viewed themselves, and wanted to view themselves, as competent experts in their own settings and viewed teachers as more knowledgeable partners; they engaged in decision making in collaboration with peers and the
26
teachers; and experimented with situations, pushing boundaries and accepted ways of behavior and sharing the responsibility of maintaining control. The study concluded that children are skillful in sharing the responsibility of control with peers and adults.
A study by Lydiah and Nasongo (2009) purports that teachers should use appropriate teaching methods to enhance quality of education in the classroom. A successful teacher has a vast repertoire of instructional strategies and techniques that support their knowledge of the subject content. Outdated and ineffective pedagogy has been cited as one of the central reasons for poor results. Pedagogies are the acts of theory and practices of teaching. It deals with teaching strategies, teacher actions and teacher judgments. All pupils in a class are not always at the same level of learning thus the need for different instructional methods to improve academic outcome in a school. It would be beneficial to a teacher to have knowledge of her pupil level of cognitive development so that she can be able to adjust her teaching strategies and give age appropriate instructions.
There is a growing consensus in research that teaching methods are related to pupil academic achievement. However, teachers need to understand pupils and their needs so that they can be able to apply appropriate teaching techniques and consider theories of learning which can help them enhance the quality of education by improving teaching/learning process and academic outcome. O’sullivan (2006) established that many schools and teachers use rote counting and memorization method of instructions to prepare children for the test. Kenya Education Commission Report blames the drill method of teaching, neglect activity and pupil participation. This can be detrimental to the quality of teaching and learning. Education policies for teacher’s training set to
27
improve classroom pedagogy have focused more on curriculum reform and ignored teacher practices. Therefore the current study seeks to establish whether teaching pedagogies influence quality of instruction in Social Studies in pre- primary schools.
2.5 Summary of Reviewed Literature
The reviewed studies assert that an attractive learning environment appeals to all children's eyes and senses, lighting, space and aesthetic set up of classrooms are basic elements that are greatly neglected by interior designers. Similarly, studies have elucidated that learning resources assist children in the development of five senses and this reduces the monotony of the teacher using only one type of material to enhance learning. Further, the reviewed studies argue that child-centered pedagogy allows learners to participate in the learning process. As such, they are able to construct their own knowledge and understand new concepts.
Despite the fact that the reviewed studies informed current research in a number of ways, the studies failed to directly link the classroom environment to the learning of social activities among pre-primary learners. This gap formed the basis on which the current study was conducted by looking into the influence of classroom environment on children’s learning of social studies activities among pre-primary school learners.
This was done with specific emphasizes on the influence of classroom setting effectiveness of instructional materials and instructional methods used in teaching and learning social studies in pre-primary schools. Since most of these studies were done elsewhere other Uasin Gishu County and with older learners in higher levels of learning, this study specifically targeted pre-primary schools head teachers and teachers in Eldoret East Sub-County, Uasin Gishu County, Kenya.
28
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter described the research design, location of the study, target population of study, sampling techniques and sample size. Further, the chapter presents the research instruments, piloting study, validity, reliability and data analysis procedure. Finally, the chapter presents logical and ethical considerations.
3.2 Research Design
The research employed a descriptive research design. Creswell (2015) posted that descriptive research design helps the researcher to describe characteristics of the sample population without manipulation. Additionally, Tichapondwa (2014) indicates that descriptive research design gives the opportunity to integrate the qualitative and quantitative methods of data collection as such; in depth information is collected about a phenomenon. Therefore, descriptive design was the most suitable for this study since it allowed the researcher to collect detailed data and describe how learning environment influence teaching and learning of Social Studies in pre- primary schools
3.2.1 Variables
The independent variables were classroom environment operationalized as provision of classroom setting as space for easy movement and lighting, instructional materials which included charts, textbooks, writing materials and pictures and teaching methodologies which included child-centered, and integration of themes. On the other hand, the dependent variable was the learning of social studies as a subject in pre- primary schools.
29
3.3 The Location of Study
The research study was carried out in Uasin Gishu County, Situated in the mid-West of Kenya’s Rift Valley, some 330km North West of Nairobi. Uasin Gishu is a cosmopolitan county, covering an area of 3345.2 square kilometers. Uasin Gishu
County has 3 Sub-Counties Wareng, Eldoret West and Eldoret East Sub-County, which was the least densely populated with a density of 192 persons /Km2. This was due to the existence of large farms around. The sub-County has 24 zones (Kenya
National Bureau of Statistics, 2013). The area has 150 public pre-primary schools and
440 teachers. The researcher carried out the study in this area because of the support that the county government had shown by constructing classrooms for most of the pre-primary schools and deploying qualified teachers. Secondly, Uasin Gishu County in the past years was hardly hit by the post-election violence. Since Post-election violence was a collection of social problems, the researcher sought to find out how classroom environment influenced children in learning of social studies.
3.4 The Target Population
A study population is a well-defined or specified set of people, groups of things, households, firms, services, elements or events being investigated upon (Ngechu,
2004). Thus the target population for the study was pre-primary schools within the 9 zones in the sub-county. The sub-county had 150 public primary schools and 440 pre- primary schools teachers. Therefore, the study targeted 150 head teachers and 440 teachers. In addition, the study targeted Education Officers from the 9 zones, as shown in table 3.0.
30
Table 3.0
Target Population: ECD Centers
Zones Number of Schools Number of Head Number of teachers teachers in ECD
Kipkabus 16 16 48
Ainakoi 19 19 57
Kaptagat 24 24 72
Cheptiret 15 15 45
Moiben 17 17 51
Sergoit 29 29 77
Chepkoilel 7 7 21
Kapsoya 6 6 18
Karona 17 17 51
Total 150 150 440
Source: (Sub-County MOE Office, 2016)
3.5 Sampling Techniques and Sample Size
This sub-section explains the method of deriving the study sample category from the target population using simple random sampling, purposive sampling technique and stratified proportionate sampling. It also discusses how the study arrived at the sample size of the study. The sample was derived using Cohen, Manion & Morrison (2000) formulae for determining the sample size.
31
X2 =table values of chi-square at df =1 for desired confidence level
(0.5=3.841)
N= Population size
P=population proportion (assumed to be 0.5)
d=degree of accuracy (expressed as a proportion)
Substituting for N=250, we have
=205.
Therefore, the sample was 205 for teacher of ECDE
3.5.1 Sampling Technique
The study used simple random sampling methods. Stratified proportionate sampling that involved sub-division of the population into smaller homogenous groups or strata when the population was composed of dissimilar groups (Kerlinger & Lee, 2000;
Kothari, 2011) in order to get more accurate representation (Mugenda, 2011). The study also used simple random sampling to select schools and individual respondents using lottery method. The sample size was made up of 3 categories which were drawn from schools spread across the 9 zones. The strata included urban, semi-urban and rural. Therefore, to obtain the sample size per stratum the study used Proportional allocation (Kothari, 2011).
After stratifying the population into zones, schools, Head teachers and teachers, the researcher used simple random sampling method using the lottery method where from
32
150 head teachers 15 of them were selected. This was done by writing all the names of the 150 head teachers obtained from the records of the selected schools on a paper folding them into the same shape and picking 15 while blindfolded, this was done for all the other categories of respondents. The study also used purposive sampling technique to select the Sub-county Education Officers. In addition, the study used proportionate, stratified random sampling to stratify the respondents into zones. The researcher used a stratified sampling technique because the population was selected from the 9 zones in Eldoret East Sub-county. This provided adequate representations and captured variation of the targeted population. The distribution of the sample is presented in Table 3.1.
Table 3.1
Sample Size
Categories Target population Sample size Percentage
Zones 9 3 30
Schools 150 108 10
Head teachers 150 15 10
ECD teachers 440 205 10
3.6 Research Instruments
The following instruments were used to collect data appropriately.
3.6.1 Questionnaire
There was one questionnaire for teachers. The questionnaire consisted of closed- ended and open-ended questions. Closed-ended questions gave the respondent a set of choices or options. Open-ended questions were free response type questions.
33
The questionnaire was prepared on the basis of the research questions and divided into four sections. The first section A was to collect information on demographic characteristic of the respondents; Section B was to collect information on the variable on provision of adequate spaces, Section C was to collect information on instructional materials, and section D was to collect information on teaching methodologies.
The study used questionnaires because they were easier to administer, analyze and economical in terms of time and money. In addition, it was free from the bias of the interviewer; answers were in respondent’s own words, respondents had adequate time to give well-thought answers, respondents who were easily approachable, could also be reached conveniently and large sample was made use of and thus the results were more dependable and reliable. Moreover, this tool was used because it enabled the researcher to collect data from a large number of respondents within a short period of time.
3.6.2 Interview Schedule
The study used interview schedule where the interviewer exercised and retained control throughout the interview process. The researcher used the interview schedule for guidance during the interview process. The interview schedule was for the Head teachers.
3.6.3 Observation Checklist
The researcher used observation checklist by being at the scene of activities between the learner and the teacher, or in the classroom environment. The observation checklist was prepared on the basis of answering the objectives and questions of the study, establishing the suitability of the classroom settings, finding the effect of
34
instructional materials on learning and evaluating the appropriateness of the teaching methodologies. In addition, the rating of items on the checklist depended on the status observed and were given rating using the Likert scale as, available and appropriate, available but not appropriate, adequate, not adequate, not available.
The use of the observation checklist guided the researcher to evaluate and confirm also the presence of the classroom conditions, instructional materials and the teaching approaches used on children’s learning of social activities in pre-primary schools
3.7 Pilot Study
The instruments were administered to head teachers and teachers in three schools in
East Sub-County which were purposefully selected to check content and face validity of the instruments and were not included in the actual study. Three pre-primary teachers handling pre-primary 2 classes in the identified schools were issued with the questionnaires and the head teachers were interviewed. The purpose was to test the appropriateness of the items in the research instruments with the objective of improving them in order to enhance validity and reliability.
3.7.1 Validity of the Research Instruments
The content validity of the instruments was determined in two ways. First, the researcher discussed the items in the research instruments with the supervisors and lecturers from the department. The advice given by these people helped the researcher to determine the validity of the research instruments. The advice included suggestions to revise the items in the instruments to be simple and clear. These suggestions were used in making necessary changes such as deleting and replacing vague and irrelevant
35
items that were in the instruments. The researcher also went through the instruments to ensure that all the variables were well represented.
3.7.2 Reliability of the Research Instruments
The study used a split-half method where the research instrument was administered once during the pilot study. This was achieved by splitting the questionnaire into odd and even numbers then the researcher took the scores from the questionnaires in the first half of the measurement procedure and compared them to the scores from those items in the second half of the measurement procedure.
A pilot study was conducted in three pre-primary schools in Eldoret East sub-county in the Zone which had similar characteristics. The questionnaire was administered once. The items were split into two using even and odd numbers. The results of the two sets were computed and compared using Cronbach’s Alpha reliability test. In
Cronbach’s test, any result greater than 0.7 on testing of an instrument rendered it reliable. The study obtained a Cronbach’s Alpha coefficient of 0.83 which was considered reliable.
3.8 Data Collection Techniques
The researcher obtained research permit from National Commission for Science,
Technology and Innovation and clearance from the County Director of Education
(CDE) Office. The selected schools were visited. The researcher created rapport with the respondents, explained the purpose of the study to them and then administered the questionnaires to them. The researcher picked the questionnaires once they had been duly filled. The respondents were assured of strict confidentiality when dealing with their responses. The researcher administered the questionnaires to the respondents in
36
person. Personal interviews were conducted with the head teachers and particularly with those in charge of handling the respondents who had difficulties in answering questions in the questionnaires.
3.9 Data Analysis
After the data was collected, cross-examination was done to ascertain their accuracy, completeness and identify those items wrongly responded to, spelling mistakes and blank spaces. Data was entered into the computer for descriptive analysis using the
Statistical Package for Social Sciences (SPSS) version 20.0 software. This generated the frequencies and percentages that were presented in the frequency distribution tables. Instructional materials and teaching approaches were analyzed quantitatively
(frequencies and percentages) while suitability of the classroom settings was analyzed qualitatively where themes were put together systematically and compiled together then summarized to give a final report.
3.10 Logistical and Ethical Considerations
The researcher obtained a letter from Graduate School, Kenyatta University to enable her to collect data. This letter was presented to the Ministry of Education Science and
Technology to apply for permit. The researcher ensured that research permit had been obtained from National Commission for Science, Technology and Innovation
(NACOSTI). Their informed consent was sought before the commencement of the study. To handle plagiarism, the researcher ensured that all literature is paraphrased and all authors are acknowledged. The researcher established a rapport with the respondents before engaging in the actual collection of data. The researcher explained to the respondents the purpose of the study and assured them of
37
confidentiality of their responses and identities. Before participation in the study, the respondents were informed of their right to participate or not. This ensured that those participating were not coerced hence gave information willingly. Also, all literature works used in this study were properly cited and acknowledged.
38
CHAPTER FOUR
DATA PRESENTATION, INTERPRETATION AND DISCUSSION
4.1 Introduction
This chapter presents the study findings based on the objectives of the study. The first section presents the demographic information of the respondents, followed by suitability of classroom settings on learning of Social Studies in pre-primary schools.
The next section presents findings of the second objective which is the influence of instructional materials used on learning of social studies in pre-primary schools and finally, the last section presents findings on appropriateness of teaching methodologies on learning of social studies in pre-primary schools.
4.2 Demographic Information of the Respondents
The study findings indicated that the highest proportion of 142(69.0%) of the respondents comprised of female teachers while 63(31.0%) were male teachers. The study results further revealed that the highest proportion 97(47.6%) of the teachers were aged between 33 and 37 years, while 20(9.5%) comprised of younger teachers aged between 18 and 32 years (Table 4.1). Further, the results indicated that majority of the teachers 181(88.1%) had attained certificate and diploma, with 92(45.2%) and
89(42.9%) having certificate and diploma levels respectively. Those who had attained a degree comprised 24(11.9%). Pertaining to the duration worked, a higher proportion, 83(40.5%) had worked in the ECDE centres for a period between 4 to 6 years. Those teachers who had worked over 7 years constituted 59(28.6%) while those who had worked less than a year comprised 10(4.8%) (Table 4.1)
39
Table 4.1
Demographic Characteristics of the Respondents
Demographic Characteristics Frequency Percent
Gender Male 63 31.0
Female 142 69.0
Age Category(years) 18-32 20 9.5
33-37 97 47.6
38-47 29 14.3
48 and above 59 28.6
Level of education Certificate 92 45.2
Diploma 89 42.9
Bachelor's degree 24 11.9
Duration worked (years) Less than 1 year 10 4.8
1-3 years 54 26.2
4-6 years 83 40.5
Over 7 years 58 28.6
Total 205 100.0
The results of table 4.1 indicate that most of the respondents or teachers in the ECDE centres are educationists and have the relevant training and qualifications required of them to undertake teaching of social studies at pre-primary level. A sizable proportion had experience spanning at least 4 years, and hence qualified to handle young learners at ECDE and more specifically undertake the teaching of social studies.
40
4.3 First Objective:To establish the suitability of the classroom settings on
children’s learning of social studies in Pre-primary schools
The study attempted to explore the suitability of the classroom settings in terms of attractiveness of the environment, availability of ventilation and availability of space for the learners among other characteristics of the classrooms. In particular, the study sought to establish whether the pre-primary classroom environment was attractive and spacious for children to use during play, whether there was enough ventilation in the classrooms and whether there was good relationship among learners that enhanced learning of social studies. The results that were obtained are as presented in table 4.2 below:
Table 4.2
Suitability of Classroom Settings
Statement SD D UN A SA
N N% N N% N N% N N% N N%
Attractiveness of the environment 3 1.3% 14 6.6% 43 21.1% 92 44.7% 54 26.3%
Ventilation 0 0.0% 23 11.2% 40 19.7% 110 53.9% 31 15.1%
Spaciousness at different levels 5 2.6% 28 13.8% 39 19.1% 78 38.2% 54 26.3%
Relationship amongst learners 4 2.0% 15 7.2% 23 11.2% 100 48.7% 63 30.9%
Color and physical 4 2.0% 12 5.9% 28 13.8% 107 52.0% 54 26.30% presentations
41
The table above shows that 71% of the respondents agreed that the environment was attractive, 69.0% agreed that the classrooms had enough ventilation, 64.5% agreed that the classrooms were spacious enough to enhance the learning of social studies.
On the other hand, 44.7% and 26.3% agreed and strongly agreed respectively that the classroom settings were suitable for the children to use on the ECDE centres.
The above results imply that most of the classrooms in most of the ECDE centres were suitable for the learning of social studies. This was based on the fact that anticipated attractiveness, adequate ventilation, spaciousness and had much color required. However, the low point in most of the ECDE centres was that personal space was not enough. Each and every learner would require a space for effective learning of social studies. This implies that children did not have the opportunity to actively participate in learning due to inadequate space. These findings echoes
Ihebereme (2013) who remarked that, when a teacher teaches his pupils/students in the social studies classroom without involving them inactivity, it encourages the learner to be less attentive to their studies. The conscious effort of the learner to answer questions or participate in class discussion endorses the extent of learning experiences the learner has received. Equally, the social studies teacher can assess his/her pedagogical competence through the learner’s responsiveness to his/her lesson.
Further, it was observed that the ECDE classrooms were compliant with artwork and paints on the walls, but only conventional ones. Few had sophisticated art color and physical presentations. These findings concur with O’Mahony & Siegel (2008) who elucidated that many of the ECDE classrooms surveyed had traditional roll-down
42
maps of the twentieth century which had not been replaced, including ceiling- mounted projectors and Google Earth bookmarks on teachers’ classroom computers.
O’Mahony & Siegel reported that neither roll-down maps nor projected images were easily accessible to young children.
Head teacher’s Views
Table 4.1
Provision of Intimate Space
Responses
Provision of intimate space N Percent
Develops the learner 4 28.6%
Poor state of classrooms 2 14.3%
Classrooms meet the standards 6 42.9%
Improves school beauty 2 14.3%
Total 14 100.0%
The head teachers were asked to state their views on teaching and learning of social studies. The outcome of the findings indicated that 11(75.0%) of the respondents were of the view that, there was inadequate learning and teaching resources in their ECDE centres. This had made teachers to improvise teaching aids to facilitate learning by the learners. In addition, the ECDE centres lacked financial resources which would enable them to acquire adequate teaching materials; hence the difficulty in acquiring more resources as this was indicated by 4(25.0%) of the respondents.
43
In regards to availability of adequate space, physical set up, lighting and conditions of floors and foot paths, the results that were obtained are as presented in the figure 4.1 below;
Figure 4.1
Provision of Adequate Space
Through observation checklist, the study established that space was appropriate for most 176(85.7%) of the ECDE centres. On the other hand, 29(14.3%) did not have adequate space. In addition, for most 117(57.1%) of the ECDE centres, the physical setup of the classroom was appropriate compared to 88(42.9%) whose physical setup was inappropriate. The ECDE centres were not badly off in terms of light and lighting systems, since 146(71.4%) of the ECDE centres had available light and lighting, compared to 59(28.6%) which were available but inappropriate. Perhaps one of the most undoing of the classrooms was the floors and connecting pathways. Hardly half
88(49.2%) of the ECDE centres had appropriate floors and paths with 59(28.6%)
44
having potholes and no paths. These findings are in agreement with Mezieobi (2014), who established that majority of pre-primary classrooms were attractive but the conditions of the school compound such as foot paths were in poor condition.
Mezieobi recommended that the social studies classroom is expected to be highly interactive in nature, this is because students learn effectively through active participation in instructions. It assists the social studies’ teacher in determining how to provide materials, methods and the entire management of the classroom. The effective classroom has to be maintained through coordinated managed instructions, and this comprises the work of the teacher.
4.3.1 Effect of Suitability of Classroom Learning of Social Studies
A cross-tabulation of the suitability of the classroom and learning of social studies was conducted. The results are presented in table 4.4 below:
45
Table 4.4
Cross Tabulation between Suitability of Classroom and Learning of Social Studies
Effective Learning of Social Studies
Classroom Disagree Undecided Agree Strongly Suitability Agree Total
Less N 2 3 2 2 9 suitable
N% 1.3 2.0 1.3 1.3 5.9
Suitable N 1 10 31 3 45
N % 0.7 6.6 20.4 2.0 29.6
More N 1 7 75 15 98 suitable
N% 0.7 4.6 49.3 9.9 64.5
Total N 4 20 108 20 152
N% 2.6 13.2 71.1 13.2 100.0
Table 4.4 above shows that the highest proportion of 98(64.5%) of the ECDE centres had suitable classrooms for learning of social studies while the rest 52(34.5%) did not.
A total of 128 (84.3%) of the ECDE centre who had suitable classroom for learning of social studies indicated that children had learned the social studies to a great and greater extend with 108(71.1%) and 20(13.2%) having learned social studies to a great and greater extent respectively.
46
Table 4.5
Chi-Square Test of Independence
Statistic Value Df p-value
Pearson Chi-Square 28.221 6 .000
Likelihood Ratio 20.935 6 .002
Linear-by-Linear 12.176 1 .000 Association
N of Valid Cases 108
Table 4.5 above shows that there was effective learning of social studies whenever the classroom was suitable, and there was a likelihood of less learning of social studies where there were no suitable or less suitable classroom for social studies learning.
Chi-square test of independence indicated that there was significant relationship (Chi- square = 60.221; df= 9; p-value= 0.000) between suitability of the classroom and effective learning of social studies in Eldoret East Sub-county, Uasin-Gishu County.
This implies that unsuitable classroom settings lead to ineffective learning of Social
Studies. The findings concur with Wambua (2018) who established that poor classroom learning environment contributed to poor performance in social studies in
Kibwezi zone, Kenya.
4.4 Second Objective: To determine the influence of instructional materials used
on children’s learning of social studies in pre-primary schools
The study attempted to ascertain the availability of learning materials and equipment for social studies. The results that were obtained are as presented in table 4.6 below;
47
Table 4.6
Teaching and Learning Materials and Equipment
Available Available Not but not and L adequate Adequate appropriate appropriate
Blackboards 28.6% 14.3% - -
Drawing materials 71.4% - - -
Textbooks 42.9% 28.6% - -
Charts/Flashcards 66.7% - - -
Writing materials 57.1% 14.3% - -
Creative materials 57.1% - - -
Radio/Computers - - - -
48
The results in table 4.6 above indicate that a significant proportion of 171(83.3%) of the ECDE centres had no radio and computers. Creative materials were also unavailable in most 117(57.1%) of the centres. Those centres that materials were not available comprised of 88(42.9%). Writing materials were not adequate in
117(57.1%) of the ECDE centres and adequate in only 29(14.3%) of them. The
Blackboards were available, but in 59(28.6%) of the ECDE centres they were not adequate. The implication of having inadequate instructional resource is huge. This means that there is no effective learning of Social studies which will contribute to poor learning outcomes in pre-primary schools. These findings are in line with findings presented by Uwezo (2016) which carried out learning assessment in Kenya and established that many classrooms lacked adequate instructional material, a factor that contributed to poor learning outcomes among learners. Further, the Uwezo report highlighted that majority of the teachers relied on chalk and blackboard when teaching.
4.4.1 Availability and Use of Instructional Materials at Pre-primary(Responses
from Head teachers)
Information regarding learning of social studies in the pre-primary school/ECDE centres indicated that learning of social studies in the ECDE centres was relatively fairing on well. The instructional materials that were available included Newspapers and magazines, charts and drawings, textbooks and writing materials and pictures and flashcards among others (Table 4.7). On average, 161(78.7%) of the respondents agreed that all the above materials were available. The leading instructional materials available were the Newspapers and magazines 173(84.8%), with 98(48.0%) and
75(36.8%) agreeing and strongly agreeing respectively to its availability and use. On
49
the other hand, 147(71.7%) of the respondents agreed that textbooks and writing materials were available for the learners, with 75(36.8%) agreeing and 72(34.9%) strongly agreeing on the same. This availability was relatively smaller in proportion compared to other materials such as charts and drawings, pictures and flashcards and
Radio/TV/films/computers. (Table 4.7)
50
Table 4.7
Availability and use of Instructional Materials at Pre-Primary Level
Instructional Materials Strongly Disagree Undecided Agree Strongly Disagree Agree
N N% N N% N N% N N% N N%
Newspapers and 4 2.0 9 4.6 18 8.6 98 48.0 75 36.8 magazines
Charts and drawings 0 0.0 12 5.9 24 11.8 115 55.9 54 26.3
Textbooks and writing 3 1.3 22 10.5 34 16.4 75 36.8 72 34.9 materials
Pictures and flashcards 1 0.7 11 5.3 20 9.9 101 49.3 72 34.9
Radio/TV/films/computers 4 2.0 23 11.2 23 11.2 92 44.7 63 30.9
Writing materials 9 4.6 20 9.9 22 10.5 112 54.6 42 20.4
Drawing materials 1 0.7 22 10.5 30 14.5 95 46.1 58 28.3
Creative materials 0 0.0 15 7.2 27 13.2 117 57.2 46 22.4
Instructional materials are believed to make significant contributions to the learning of Social studies. Manipulation of small objects (instructional materials) gives children the chance to practice fine motor skills, and play with loose parts which involve gross motor skills development. As discussed earlier, learner-teacher interactive learning together with appropriate instructional materials benefits children in learning of social studies. Instructional materials also contribute to physical development, including learning about the nature of objects, problem-solving, creativity, and foundational skills for, not only social studies but in other subjects such as science, technology, engineering, and mathematics (Fisher, Kelly, Hirsh-
Pasek, Golinkoff, Singer, & Erk. 2011). Physical skill, also known as locomotors play
51
or exercise play, involves physical activity in a playful context such as kicking, running, jumping, chasing, and climbing (Pellegrini, 2009).
The head teachers were interviewed to get in-depth information on how the provision of space aided in the teaching and learning of social studies. The study findings showed that close to half 46(42.9%) of the head teachers were of the view that the provision of space had helped develop the learners. This was in terms of size, and the systematic arrangement of classrooms. Learning was made interesting since the learners were able to interact freely. Slow and shy learners benefited a lot in the classrooms. Moreover provision of space also improved the schools’ beauty by
15(14.3%) as most schools had roofs and walls made from iron sheets. However,
15(14.3%) percent of the respondents indicated that their classrooms were in poor state and needed to be repaired and replaced while others were smaller hence hindering the expression of learners.
4.4.2 Effect of Instructional Materials on Learning of Social Studies
This section presented the results of an investigation on the effect of availability and use of instructional materials on learning social studies in ECDE centres. A chi-square test of independence was used to test for a significant relationship between the independent variable, which was availability and use of instructional materials on the dependent variable which was the learning of social studies. A cross tabulated table between instructional materials and learning of social studies was obtained by and the results are as presented in table 4.8 below;
52
Table 4.8
Cross Tabulation between Availability and Use of Instructional Materials and
Learning of Social Studies
Availability Learning of Social studies
Disagree Undecided Agree Strongly Agree
Lesser extent N 1 0 0 0
N % 100.0 0.0 0.0 0.0
Less extent N 0 3 5 0 N% 0.0 37.5 62.5 0.0
Undecided N 2 2 21 2 N% 7.4 7.4 77.8 7.4
Great extent N 1 11 74 14 N% 1.0 11.0 74.0 14.0
Greater Extent N 0 4 8 4 N% 0.0 25.0 50.0 25.0
Total N 4 20 108 20
N 2.6 13.2 71.1 13.2
The results on table 4.8 above shows that the highest 8(75%) of the respondents who indicated that their ECDE centres had instructional materials to a greater extent agreed that learning of social studies was taking place effectively. Out of this
4(25.0%) each agreed and strongly agreed on the same. On the other hand, 100.0% of the respondents in ECDE centres who reported that there were no instructional material in their centers agreed that, no learning of social studies had taken place.
5.3% and 2.6% indicating that ECDE centres that had and used instructional materials to a greater extent learned social studies to a great and greater extent respectively
53
Further, a chi-square test of independence was carried out and the results are as indicated in table 4.9 below;
Table 4.9
Chi-Square Test of Independence
Statistic Value df p-value
Pearson Chi-Square 52.189 12 .000
Likelihood Ratio 22.142 12 .036
Linear-by-Linear Association 7.236 1 .007
N of Valid Cases 108
The results on table 4.9 show that overall a high proportion 100(65.8%) of the respondents who indicated that their ECDE centres had instructional materials learned social studies to a great or greater extent. Chi-square test of independence indicated that there was a significant relationship (Chi-square = 18.563; df=10; p-value=0.046) between availability and use of instructional materials and learning of social studies in
Uasin-Gishu County.
The findings imply that there is a significant effect of the extent of availability and use of play materials in an ECDE centres and effective learning of social studies. This agrees with studies conducted by Chong (2016), who indicated that a difference existed between the pre-test and post-test scores of the respondents who were placed in an experimental group which indicated that the performance of students improved when instructional materials were used in the lesson. These results were also consistent with those by Olayinka (2016), whose findings concluded that students
54
who were taught with instructional materials performed better than those taught without.
4.5 Third Objective: To evaluate the Appropriateness of the Teaching
Methodologies used on children’s learning social studies in pre-primary schools
The respondents gave information on the appropriateness of the teaching methodologies in learning of social studies in the ECDE centres. In all instances, majority 98(64.5%) of the respondents were in agreement that, the teachers in the
ECDE centres were using pupil-centered teaching methodologies that were conforming with contemporary pedagogical practice. Out of these 69(45.4%) agreed while 29(19.1%) strongly agreed that the teachers in the ECDE centres were using pupils centred teaching methodologies in the learning of social studies in the ECDE centres. Concerning whether good teaching methods translated to positive outcomes or good performance, 90(59.2%) of the teachers agreed and strongly agreed that adequate instructional materials had earned them effective learning of social studies
127(61.9%). In addition, using teaching methods which were modern enhanced the learning of social studies according to 103(67.8%) of the teachers. However, a small proportion of 53(34.2%) of the teachers agreed that their teaching methods often considered class size when teaching social studies as illustrated on table 4.10 below;
55
Table 4.10
Appropriateness of the Teaching Methodologies and Learning of Social Studies
Strongly Strongly Disagree Undecided Agree Teaching Disagree Agree Methodologies N N% N N% N N% N N% N N%
Child centered 3 1.3 24 11.8 46 22.4 93 45.4 39 19.1 method
Good positive 3 1.3 18 8.6 63 30.9 103 50.0 19 9.2 outcomes
Consideration of 7 3.3 53 25.7 75 36.8 49 23.7 22 10.5 Class size
Modern method 7 3.3 16 7.9 43 21.1 97 47.4 42 20.4
Adequate of instructional 1 0.7 30 14.5 47 23.0 81 39.5 46 22.4 materials
Variety of instructional 3 1.3 16 7.9 32 15.8 107 52.0 47 23.0 materials
The results of table 4.10 above imply that using appropriate teaching methods is critical in ensuring that the ECDE learners learn social studies effectively. It is always the responsibility of the teacher, who is trained to take an active role in ensuring that appropriate, innovative and a variety of methods are used. Therefore, the qualifications and competency of the teachers is key to this end. Studies have shown that the teacher-student interactive teaching method was often the most effective teaching method, followed by student-centered method while the teacher-centered approach was the least effective teaching method (Munyaradzi, 2013). In other research studies, Social Studies scores of students that were given the learning method of peer tutoring were higher than the scores of those that were given the conventional
56
method (Tjalla & Sofiah, 2015). In addition, there was an interaction effect between self-regulated learning and peer tutoring learning method on Social Studies scores of students, and for students with high self-regulated learning. In addition, Social Studies scores which were given using peer tutoring were higher than those given using conventional learning (Tjalla & Sofiah, 2015).
Further, the study also delved to establish whether teaching methods used at the
ECDE centres were appropriate based on the learners’ characteristics such as the age level. It also checked whether the teaching methods ensured that the learner got involved and the achievements of the objectives were met. The findings are presented in figure 4.2 below;
Figure 4.2
Child Involvement and Achievement of Lesson
57
The study findings revealed that 103(50.0%) of the respondents indicated that the teaching methods were appropriate for the age level, with 51(25.0%) not adequate. leaves out 51(25.0%) adequacy in the teaching methods used in the ECDE centres. In effect, the respondents indicated that 137(66.7%) of the centre were able to meet their lesson objectives as illustrated in figure 4.2 above
4.5.1 Factors Affecting Choice of Teaching Method
The study attempted to find out the factors affecting the choice of teaching methods as presented in table 4.11 below;
Table 4.11
Factors Considered in Choice of Teaching Methods
Factor SD D UN A SA
N N% N N% N N% N N% N N%
Teacher 1 0.7 22 10.5 44 21.7 88 42.8 50 24.3 training
Availability of 4 2.0 26 12.5 38 18.4 107 52.0 31 15.1 learning materials
Class size 4 2.0 20 9.9 51 25.0 84 40.8 46 22.4
Type of 4 2.0 26 12.5 38 18.4 107 52.0 31 15.1 learners
Table 4.11 above shows that the factors considered by the teachers in choice of teaching methods included teacher training (67.1%), availability of learning materials
(67.1%) and the Learner type (67.1%). Other methods included the class size (63.2%).
58
4.5.2 Appropriate Teaching methods (Head teachers’ views)
The head teachers indicated that holding discussions 4(23.3%) was the most preferred method of teaching social studies. Learner-centered methods 3(20%), which included the use of role-play, tests and assignments and question and answer techniques were also used to teach social studies 2(16.7%). Use of resource persons was the least used method with 1(3.3%). Most, 13(88.9%) of the head teachers believed that the teaching methods mentioned were relevant and appropriate. The reasons cited for this believes were; they broaden the learners' mind, it was strictly learner-centered and participatory and hence making it livelier. Conversely, 2(11.1%) percent said that it was irrelevant and inappropriate because it used poor teaching methods due to lack of resources.
Figure 4.3
Teaching Methods used to teach Social Studies
The head teachers indicated that teaching of social studies in the ECDE centres was important to the learners because of several reasons. Responses from the head teachers revealed that social studies mostly 7(45.5%) enhanced socialization of the
59
learners both in school and outside by understanding how to relate to other people. It also enhanced awareness of the students’ environment with 5(36.4%), by developing a positive attitude and appreciating the environment (Figure 4.3).
4.5.3 Effect of Teaching Methods in Learning of Social Studies
To establish the effect of teaching method on learning of Social Studies, the study conducted a cross tabulation and a chi-square analysis of independence as presented below;.
Table 4.12
Cross Tabulation between Teaching Method and Learning of Social Studies
Teaching Method Effective learning of Social Studies
Disagree Undecided Agree Strongly Agree
Small extent N 1 4 3 0
N% 0.7 2.6 2.0 0.0
Undecided N 2 13 29 2
N% 1.3 8.6 19.1 1.3
Great extent N 1 3 75 13
N% 0.7 2.0 49.3 8.6
Greater extent N 0 0 1 5
N% 0.0 0.0 0.7 3.3
N 4 20 108 20
N% 2.6 13.2 71.1 13.2
Table 4.12 above shows that majority (71.1%) of the respondents were in agreement that, the teachers in the ECDE centres were using pupil-centered teaching methodologies that were conforming with contemporary pedagogical practice.
60
Table 4.13
Chi-Square Test of Independence
Value Df p-value
Pearson Chi-Square 60.221 9 .000
Likelihood Ratio 48.371 9 .000
Linear-by-Linear Association 36.188 1 .000
N of Valid Cases 108
Chi-square test of independence indicated that there was significant relationship (Chi- square = 60.221; df= 9; p-value= 0.000) between teaching method and learning of social studies. The findings imply that the method of teaching employed by teachers has an effect on learning of Social Studies. This is in agreement with a study conducted by Lydiah & Nasongo (2009) who purports that teachers should use appropriate teaching methods to enhance quality of education in the classroom. A successful teacher have a vast repertoire of instructional strategies and techniques that support their knowledge of the subject content while outdated and ineffective pedagogy has been cited as one of the central reasons for poor results.
4.6 Regression Analysis and Summary
The study proceeded to model the three factors: classroom suitability, availability and use of instructional materials and teaching methods to determine the contribution of each one of them to the learning of social studies. The results of the regression analysis gave the model summary. It provides the statistics R and R2, with R-value representing a correlation between the independent variable for example availability of instructional materials and R2 representing the contribution of the independent variable on the dependent variable which was the learning of social studies. These
61
statistics are depicted in table 4.14. First, the correlation value was 0.219 for classroom suitability indicating a positive relationship between the variable and effective learning of social studies
Table 4.2
Contribution of Classroom Suitability, Instructional Materials and Teaching Method to Learning of Social Studies
Adjusted R Std. Error of Variable R R Square Square the Estimate
Classroom suitability 0.219 .048 .042 .59394
Avail. Instr. materials 0.49 .240 .235 .53078
Teaching method 0.284 .081 .075 .58365
All var. combined 0.506 .256 .241 .52871
The R2 value of 0.048 implied that the suitability of the classrooms contributed 4.8% to the effective learning of social studies (Table 4.14). Similarly, there was a positive correlation between each of the other two variables; suitability of the classroom
(ρ=0.219) and appropriateness of the teaching method (ρ=0.284), with the former having a strong positive correlation between it and effective learning of social studies
(Table 4.14).
62
Figure 4.4
Percentage Contribution of Availability of Instructional Materials, Classroom
Suitability and Teaching Method
The study results revealed that suitability of the classrooms, availability of the instructional materials and appropriateness of the teaching method contributed to the acquisition of effective learning of social studies in varying magnitudes. Individually, the availability of instructional materials largely contributed to effective learning of social studies while suitability of classroom contributed the least. The percentage contribution indicated that availability of instructional materials made the most remarkable explanation (24.0%) to effective learning of social studies. This was followed by the appropriateness of the teaching method at 8.1%, then classroom suitability at 4.8%. All the variables combined, that is suitability of the classroom, appropriateness of the teaching method and availability of the instructional materials contributed 25.6% to effective learning of social studies.
63
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents the summary of research findings, conclusions as demonstrated by the results and the recommendations arising from the study findings. The summary, conclusions and recommendations are organized according to the objectives of the study.
5.2 Summary of Findings
This section presents the key findings of the study in summary. The summary is done according to the objectives of the study which include; suitability of the classroom settings on children’s learning of social studies in pre-primary schools; Effect of instructional materials used on children’s learning of social studies in pre-primary schools and ppropriateness of the teaching methodologies used on children’s learning social studies in pre-primary schools.
5.2.1 Suitability of the Classroom Settings on Children’s learning of Social
Studies in Pre-primary Schools
The study sought to establish how suitable the classroom settings were for learning of
Social studies. It was established that 71% of the respondents agreed that the environment was attractive, 69.0% agreed that the classrooms had enough ventilation,
64.5% agreed that the classrooms were spacious enough to enhance the learning of social studies. On the other hand, 44.7% and 26.3% agreed and strongly agreed respectively that the classroom settings were suitable for the children to use on the
ECDE centres.
64
the physical setup of the classroom was appropriate compared to 88(42.9%) whose physical setup was inappropriate. The ECDE centres were not badly off in terms of light and lighting systems, since 146(71.4%) of the ECDE centres had available light and lighting, compared to 59(28.6%) which were available but inappropriate. Finally,
88(49.2%) of the ECDE centres were found to have appropriate floors and paths while
59(28.6%) were having potholes and no paths.
The general indication was that the classrooms in many schools were generally good, which implied that there was effective learning of social studies. A Chi-square test of independence indicated that there was significant relationship (Chi-square = 60.221; df= 9; p-value= 0.000) between suitability of the classroom and effective learning of social studies in Eldoret East Sub-county, Uasin-Gishu County.
5.2.2 Effect of Instructional Materials Used on Children’s Learning of Social
Studies in Pre-primary Schools
Regarding use of instructional materials in learning of Social Studies, the results indicated that majority 88(42.9%) of ECDE centers did not have adequate learning materials for Social Studies. A significant proportion of 171(83.3%) of the ECDE centres had no radio and computers. Creative materials were also unavailable in most
117(57.1%) of the centres. Writing materials were not adequate in 117(57.1%) of the
ECDE centres and adequate in only 29(14.3%) of them. Generally, the availability of instructional materials for Social Studies such as charts and drawings, pictures and flashcards and Radio/TV/films/computers was relatively smaller in proportion.
Chi-square test of independence indicated that there was a significant relationship
(Chi-square = 18.563; df=10; p-value=0.046) between availability and use of
65
instructional materials and learning of social studies in Uasin-Gishu County. This implies that lack of adequate instructional material for Social Studies can affect effective learning of Social Studies in pre-primary schools.
5.2.3 Appropriateness of the Teaching Methodologies Used on Children’s
learning Social Studies in Pre-primary Schools
The study sought to determine the appropriateness of teaching methodologies used to teach Social Studies in pre-primary schools. The results indicated that majority
98(64.5%) of the respondents were in agreement that, the teachers in the ECDE centres were using learner-centered teaching methodologies that were conforming with contemporary pedagogical practice. Out of these 69(45.4%) agreed while
29(19.1%) strongly agreed that the teachers in the ECDE centres were using pupils centred teaching methodologies in the learning of social studies in the ECDE centres.
Chi-square test of independence indicated that there was significant relationship (Chi- square = 60.221; df= 9; p-value= 0.000) between teaching method and learning of social studies. Which implies that the method of teaching employed by teachers has an effect on learning of Social Studies?
5.3 Conclusion
The study concludes that majority pre-primary schools in Eldoret East Sub-county have classrooms setting that are generally good. This implies that there is effective learning of social studies taking place since the study showed a significant relationship between suitability of the classroom and effective learning of social studies.
66
Further, the study concludes that instructional materials for Social Studies such as text books, charts and drawings, pictures and flashcards and Radio/TV/films/computers are not adequately available. This may negatively affect children’s learning outcomes in Social Studies as the study established a significant relationship between availability and use of instructional materials and learning of social studies in Uasin-
Gishu County
Finally, the study concludes that majority of the pre-primary school teachers in
Eldoret East Sub-county are using learner-centered teaching methodologies. There is a significant relationship between teaching method and learning of social studies.
Which implies that the method of teaching employed by teachers has an effect on learning of Social Studies.
5.4 Recommendations for the Study
The following recommendations are made to various stakeholders in the study area to support effective teaching and learning of Social Studies in pre-primary grades;
1. School managers and head teachers should create conducive classroom
environment that would promote and motivate teachers and children in
teaching and learning of Social Studies. This can be achieved by ensuring that
the classrooms have enough lighting, ventilation, space and the walls are well
painted.
2. The Ministry of Education should supply schools with enough teaching-
learning resources. The current study established that most teachers were
relying on blackboard when teaching.
67
3. School directors/head teachers’ school provides in-service training for
teachers. The training should focus on equipping teachers with knowledge on
appropriate teaching methodology and skills on how to improvise instructional
materials from locally available materials.
5.5 Recommendations for Further Study
A similar study should be carried out in other counties to establish the influence of the classroom environment on the performance of children which would create a good platform for comparison with the findings of the current study.
68
RESFERENCE
Abobo F. (2012). Challenges facing implementation of life skills in preschools in
Trans-Nzoia West District, Kenya. Unpublished PhD Thesis, University of
Western Cape, Cape Town. Age international publishers.
Abotsi A. K. (2013). Impact on school on academic performance in elementary
Ghanaian School. Social Science Department University of Education,
Winneba – Ghana.
Adayemi, T. O. The Influence of Class Size on the Quality of Output in Secondary
Schools in Ekit State Nigeria. American Eurasian Journal of Scientific
Research.
Adeyemi B. (2008).Effects of cooperative learning and problem-solving strategies on
junior secondary school students’ achievement in social studies. Journal of
Educational Psychology, 16 (3) 691-708.
Akpabio, E. (2004). Nigerian Home Video Films as a Catalyst for Nigerian
Development, Journal of Sustainable Development 1(1), 5-10.
Allwright R. L. (1990). What do we want teaching materials for? Rossner.
Armstrong N., Shu-mei, C. & Marguerite, B. (2007). Cooperative learning in
industrial-sized biology classes. CBE Life Sci. Educ. 6 (2): 163-171.
Arnot M. & Reay D. (2007). A Sociology of Pedagogic Voice: Power, inequality and
pupil consultation. Studies in the Cultural Politics of Education 28(3): 311-
325.
Lefebvre H. (1991). The production of space. Oxford, OX, UK; Cambridge, Mass.,
USA, Blackwell.
69
Barcin, A. & Leman, T. (2007). Effects of cooperative learning strategies on students
understanding of concepts in electro-chemistry. International journal of
Science and Mathematics education, 5 (2), 349-373.
Bechtel R. (1997). Environment and behavior: An introduction. Thousand Oaks: Sage
Publications, Inc.
Bertalanffy L. V. (1969). General System Theory: Foundations, Development,
Applications. Braziller, New York.
Beshnizen M. & Van P. (2000). The Use of Video-Tape Broadcast and Interactive
Teaching, British Journal of Education Tech 21(2) 40-44.
Bilesanmi A. J. & Oludipe, D. I. (2012). Effectiveness of cooperative learning
strategies on Nigerian secondary school students’ academic achievement in
basic science. British journal of Education, Society & Behavioural Science, 2
(3): 307-325.
Bodrova E. (2008). Make-believe play versus academic skills: A Vygotskian
approach to today’s dilemma of early childhood education. European Early
Childhood Educational Research Journal, 16, no 3: 357-369.
Bolitho R. (Eds.). Currents in language teaching. Oxford University Press.
Boro A. M. (2011). Effect of Instructional Materials on Children's Performance in
Science in Preschools in Muguga Division, Kikuyu District. Unpublished
Master’s Thesis, University of Nairobi Kenya.
Boud D. & Feletti, G. (1999). The challenge of problem-based learning, (2nd Ed.),
London, Kogan Page.
Broadhead P. (2004). Early Years Play and Learning: Developing Social Skills and
Cooperation. London: Routledge Falmer.
70
Broadhead, P. (2006). Developing an Understanding of Young Children’s Play: The
Place of Observation, Interaction and Reflection. British Educational Research
Journal, 32, 2, 191-207.
Broadhead, P. (2009). Conflict Resolution and Children’s Behaviour: Observing and
Understanding Social and Cooperative Play in Early Year’s Educational
Settings. Early Years, 29(2), 105-118.
Brooker, L. (2002).Starting school: Young Children Learning Cultures. Buckingham:
Open University Press.
Carolyn O. & Suzanne S. (2008). Designing Classroom Spaces to Maximize Social
Studies Learning. Social Studies and the Young Learner 21 (2), pp. 20–24.
National Council for the Social Studies
Chong R. (2016). Effects of Instructional Materials on Performance of Social Studies
Students in Junior Secondary Schools in Kaduna North and South L.G.A of
Kaduna State. Unpublished Masters Thesis. Ahmadu Bello University, Zaria
Nigeria
Christian M. & Pepple, T. F. (2012).Cooperative And Individualized Learning
Strategies As Predictors of Students’ Achievement in Secondary School
Chemistry in River state. Vocational Education &Technology Journal. Vol.9
No. 2.
Claire N. (2011). Elements of Child-Friendly Schools in Macedonia (unpublished
notes from the regional meeting of UNICEF Bshp/EQL Skopje: Macedonia.
Cuban L. (2001). Computers in the Classroom, Cambridge, M.A. Harvard University
Press.
71
Curtis D. & Carter, M. (2003).Designs for Living and Learning: Transforming Early
Childhood Environments. St. Paul, MN: Redleaf Press.
Damodharan V. S. & Rengarajan V. (1999). Innovative Methods of Teaching,
National Research Council, Educational Journal Publication. Vol 5.
Dennis C. F. (2004). Investigation into the effects of cooperative learning strategies
on the test results of science students at N3 level at the Port Elizabeth College
for Further Education and Training. Unpublished master’s dissertation. Port
Elizabeth Technikon.
Devaney, T. A. (2009). Impact of Video Tutorial in an Online Educational Statistics
Course, Journal of Learning and Teaching, 5(4), 22-26.
Dunn, R. (2000). Capitalizing on College Students’ Learning Style: Theory, Practice
and Research, Westport, CT Praeger.
Effandi Z. & Zanaton, I. (2007).Promoting cooperative learning in Science and
Mathematics Education: A Malaysian perspective. Eurasia journal of
Mathematics, Science & Technology Education, 3 (1): 35-39.
Elvis, M. G. (2013). Teaching Methods and Students’ Academic Performance.
International Journal of Humanities and Social Science Invention. Volume 2
Issue 9 PP .29-35.
Erikson, E. H. (1963). Childhood and Society. New York
Fatunmbi O. (2005). Effect of Video Tape Presentation on Senior Secondary School
Students Attitudes towards Physical Education. Journal of Teacher Education
(1), 56-64.
72
Fengfeng K. & Barbara G. (2007). Game playing for mathematics learning:
Cooperative or Not? British journal of Education Technology. 38 (2): 249-
259.
Fisher et al.(2011).Playing Around in School: Implications for Learning and
Education Policy. In the Oxford Handbook of the Development of Play. Pel-
legrini, page 341–62.
Froebel, F. (1895). Friedrich Froebel’s Pedagogics of the Kindergarten: Or, His Ideas
Concerning the Play and Playthings of the Child. New York: D. Appleton. pp.
244–246.
Ghulam S., Khuram S. H, Naqvi H. & Nadeem I. (2015). Impact of Visual Aids in
Enhancing the Learning Process Case Research: District Dera Ghazi Khan.
Journal of Education and Practice. Vol.6, No.19, 2015 www.iiste.org.
Greitzer, F. A. (2002). Cognitive Approach to Student-Centered E-Learning, Human
Factors and Society, 46th Annual Meeting, Sept 30 – Oct 4.
Hesson, M. & Shad, K. F. (2007). “A student-centered learning model,” American
Journal of Applied Sciences, 628-636.
Hesson, M. & Shad, K. F. (2007).A student-centered learning model. American
Journal of Applied Sciences. Pages 628-636.
Isiaka, B. (2007). Effectiveness of Video an Instructional Medium in Teaching Rural
Children Agricultural and Environment Sciences. International Journal of
Education and Development. Volume3(3) 105-114
www.ijedict.dec.uwiedu/include/getdocomphp?id.
73
Jacoby, L. L. (1978). On interpreting the effects of repetition: Solving a problem
versus remembering a solution. Journal of Verbal Learning and Verbal
Behavior, 17:649-667.
Jarman, E. (2008). Creating spaces that are communication friendly. Retrieved from
ERIC database. (EJ815104).
Karaka, K. (2007). Effective teaching in school. Oxford University press, London.
Kemple, K. M. (2004). Arranging the environment to support peer interaction. In let’s
be friends: Peer competence and social inclusion in early childhood programs.
(pp. 30-54). New York, NY: Teachers College Press.
Kennedy, G. (1989). Fundamentals of Educational Research: MK Publishers (U) Ltd.
Kenya Institute of Education (2000). Kenya Ministry of Education, Science and
Technology (2000). Pre Teacher Education in Kenya. Nairobi: Ministry of
Education, Science and Technology.
KIE (2008). Life skills for behavior change. Facilitators hand book.
Kostelnik, M. J., Phipps W. A., Soderman, A. K., Stein, L. C., and Gregory, K.
(2002a). Influencing children’s social development by structuring the physical
environment. In Guiding Children’s Social Development: Theory to Practice
th (4 ed. pp. 255-267). New York, NY: Delmar.
Kostelnik, M., Soderman, A. & Whiren, A. (2011). Developmentally Appropriate
Curriculum: Best Practices in Childhood Education. Boston, MA: Pearson.
Kritchevsky, S., Prescott, E. & Walling, L. (1969). Physical Space: Planning
Environments for Young Children. Washington, DC: NAEYC.
Linda A. & Margaret M., (2012).Classroom Aesthetics in Early Childhood Education.
Journal of Education and Learning; Vol. 1, No. 1; doi:10.5539/jel.v1n1p49.
74
Lindquist, T. M. (1995). Traditional versus contemporary goals and methods in
accounting education: Bridging the gap with cooperative learning, Journal of
Education for Business, 70(5): 278-284.
Mahlangu, T. P. (2001). Challenges facing the implementation of Curriculum 2005
(C2005) in Mpumalanga Witbank County. Unpublished Masters research
report, University of Witwatersrand, Johannesburg.
McDaniel, M. A., Friedman, A. & Bourne, L. (1978). Remembering the levels of
information in words. Memory & Cognition,” 6(2):156-164.
McGorern, C. (1998). Prekindergarten Education; Connecting with National
Standards, Early Childhood Education Journal, 32 (4), 229-236.
Migwi S. M. (2010). The impact of community support grant on access to early
childhood education and development in Tharaka District Unpublished M.Ed.
Thesis University of Nairobi, Kenya.
Montessori, M. (1998). Discovery of child development. Oxford series London.
Mugenda, O. and Mugenda, A. (2003). Research Methods Quantitative and
Qualitative.
Munyaradzi, E. G. (2013). Teaching Methods and Students’ Academic Performance.
International Journal of Humanities and Social Science Invention.
www.ijhssi.org Volume 2 Issue 9ǁ September. 2013ǁ PP.29-3
National Centre for Early Childhood Education (2000). Early childhood education. A
manual for preschool teachers & the community, Nairobi: East African
Educational Publishers.
National Research Council (NRC)(2000). How people learn: Brain, mind, experience
and school. Washington, DC: National Academy Press.
75
Ngware M. (2008). What Quality of Primary Education are Children in Urban
Schools Receiving? Evidence from Nairobi. African Population and Health
Research Center (APHRC).
Obaki O. (2017). Impact of Classroom Environment on Children’s Social Behavior.
International Journal of Education and Practice.
Obonyo J. A. (2009). Effects of School Safety Program on pupils participation in
public day preschools in Yala Division, Kenya. Unpublished M, Ed project.
University of Nairobi.
Oketunji I. (2000). Application for Information Technologies in Nigerian Libraries:
Problems and Prospects in I.K: Nwalo (ed); Information Technology in
Library and Information Technology Education in Nigeria. National
Association of Library and Information Science Education NALISE.
Okojie M. (2005). The Importance of Social Studies to Nigerian Child. Journal of the
Association of Science Humanities and Education Research. 2005.6
Olayinka A. B. (2016). Effects of Instructional Materials on Secondary Schools
Students’ Academic Achievement in Social Studies in Ekiti State, Nigeria.
World Journal of Education. Vol. 6, No. 1; 2016.
Olds R. (2001). Child Care Design Guide. New York, NY: McGraw-Hill.
Omabe C. C. (2006). Instructional Materials for Social Studies Education in Nigeria.
O'Neill, R. (1990). Why use textbooks? In R. Rossner and R. Bolitho, (Eds.), Currents
in language teaching. Oxford University Press.
Parveen Q. & Sadia, B. (2012). Effects of cooperative learning on achievement of
students in general science at secondary school level. International Education
Studies, Vol. 5, No. 2.
76
Pellegrini A. D. (2011). The Oxford handbook of the development of play. Oxford,
UK and New York: Oxford University Press.
Robertson L., Kinos, J., Barbour, N., Pukk, M. & Rosqvist, L. (2015). Child-initiated
pedagogies in Finland, Estonia and England: Exploring young children’s
views on decisions. Early Child Development and Care. DOI:
10.1080/03004430.2015.1028392.
Rogers, S. & Evans, J. (2007).Rethinking role play in the reception class. Educational
Research, 49, 2, 153 – 167.
Rolleston C. (2009). The determination of Exclusion: Evidence from Ghana living
Standard Survey.
Rooh-ul-Ain L., Rahmat U. S. & Shahid M. K. (2011). Impact of Quality Space on
Students’ Academic Achievement among Second year of all Government
Girls Higher Secondary Schools of Dera Ismail Khan. International Journal of
Academic Research Vol. 3. No.3.
Samuel W. W. & John, G. M. (2004). Effects of Cooperative Learning and Problem
Solving Strategies on Junior Secondary School Students’ Achievement in
social studies. Journal of Educational Psychology. 16 (3) 691-708.
Sarker S & Nicholson, J. (2005). Exploring the Myths about Online Education in
Information Systems. www.informnu/Articles/vol18/v8p055-073sarkerpdf.
Sinyei C., Mwonga J., & Wanyama M. N. (2012). Dealing with the Prevailing
Attitudes and Challenges for Effective Implementation of Early Childhood
Music and Movement Curriculum in Eldoret Municipality, Kenya. Research
Journal in Organizational Psychology & Educational Studies. 1(5) 295-302.
77
Slamecka N. J., & Graf, P. (1978). The generation effect: Delineation of a
phenomenon. Journal of Experimental Psychology: Human Learning and
Memory, 4(6):592-604.
Slavin R. E. (1996). Research for the future- Research on cooperative learning and
achievement: What we know, what we need to know. Contemporary
Educational Psychology, 21(4): 43-69.
Swank R. C, (2011). The Educational Function of University
Library.http://www.ideals.illinois.edu/bitestream/handle/2142/5455/librarytrd.
Tadesse H. A. & Maeregu B. A. (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 Issue 11.pp 70-71.
Teo R. & Wong, A. (2000).Does Problem Based Learning Create a Better Student: A
Reflection? Paper presented at the 2nd Asia Pacific Conference on Problem
Based Learning: Education across Disciplines, December 4-7, Singapore.
Tjalla A. & Sofiah E. (2015). Effect of Methods of Learning and Self-Regulated
Learning toward Outcomes of Learning Social Studies. Journal of Education
and Practice. Vol.6, No.23, 2
Trawick-Smith J. (1992). The classroom environment affects children’s play and
development. Dimensions, 27-31.
Ugur K. (2008). Level of Interaction and Proximity Content Analysis of Video-Based
Classroom Cases. The internet and higher education vol. 11, Issue 2, 2008, pp.
119-128
78
Umameh M. (2011). Survey of Students’ Poor Performance in Mathematics
University of Bristol.
UNESCO (2005). Policy Review Report. Early Childhood Care and Education. The
section for Early Childhood and Inclusive Education. Division of Basic
Education Nairobi.
UNESCO (2005). Education for All: The Dynamics and Challenges. Paris: UNESCO.
USAID (2010). Ethiopia Early Grade Reading study Data Analytic report: language
and early learning. Ethiopia: Addis Ababa.
Wallas G. (1926). “A Criticism of Froebelian Pedagogy.” Child Life III (1901): 184–
93.
Wambua M. (2018). Influence of Classroom Learning Environment on Lower
Primary School Pupils’ Performance in Social Studies in Makueni County,
Kenya. UN Published Master’s Thesis, Kenyatta University.
Wambua, M., Murungi C. G, Mutwiri C. (2018). Physical facilities and strategies
used by teachers to improve pupils’ performance in social studies in Makueni
County, Kenya. Int Journal Pregn & Chi Birth. 2018; 4(6):241‒245. DOI:
10.15406/ipcb.2018.04.0013
Wanaina, P. N. (2015). Contribution or Physical Classroom Conditions on Children
Learning in Early Childhood Centres in Engineer Zone, Nyandarua County,
Kenya Unpublished Master’s Thesis Kenyatta University, Nairobi Kenya.
Whatley, J. & Ahmad, A. (2007). Using Video to Record Summary Lectures to Aid
Students’ Revision Interdisciplinary www.ijello.org/volume3/1JKLOV1p185-
196whately367pdf.
79
Wolfenson, O. (2000). The Role of Parents in Student’s Academic performance.
Unpublished M.Ed. Thesis Egerton University, Njoro Kenya.
Zakaria, E., Chin, C. L. & Daud, Y. (2010).The Effect of Cooperative Learning on
Student Mathematics Achievements and Attitude Towards Mathematics,
Journal of Social Sciences, 6(2): 272-275.
Zimmerman F. J. & Christakis D. A. (2007). Association between content Types of
Early Resource Exposure and Subsequent Problems.
80
APPENDICES
APPENDIX I: QUESTIONAIRE FOR TEACHERS
Introduction: The purpose of this information is strictly for academic purposes and will not be used to victimize the respondents nor the institutions they work for.
SECTION A: DEMOGRAPHIC DATA
(Please Tick where appropriate)
1. Gender
Male [ ] Female [ ]
2. Age bracket
18 - 32 years [ ] 33 – 37 years [ ] 38 – 47 years [ ] 48 years and above [ ]
3. What is your level of Education?
Certificate [ ] Diploma [ ] Bachelor’s Degree [ ] Master’s Degree [ ]
4. For how long have you worked in the institution?
Less than 1 year [ ] 1 – 3 years [ ] 4 – 6 years [ ] Over 7 years [ ]
81
SECTION B: CLASSROOM SETTING
The following statement relate to classroom setting in teaching social studies in pre- primary schools. Indicate the extent to which you agree using a scale of 1-5 where 1- strongly agree, 2-agree, 3-undecided, 4-disagree, 5-strongly disagree. (Tick where appropriate).
Statement Strongly Agree Undecided Disagree Strongly Agree Disagree
There is enough space for the learners to explore in most of the classrooms learning corners
An attractive learning environment appeals to all learners’ senses
There is proper ventilation and adequate lighting in most of the classrooms in the school
There is learning spaces at different levels, heights and angles in the classroom which creates an out-of-the- box experience for learners
Provisions of positive relations create the context for social-emotional climate and quality of interactions among learners in the classroom
Colour and physical presentation improves teaching and learning of social studies
Classrooms have personal space within the spatial zoning of the classroom
82
5. a) Does the classroom environment in your school support the teaching of social
studies?
Yes [ ] No [ ] b) Give your views on the response given in (a) above
......
SECTION C: INSTRUCTIONAL MATERIALS
Below is a list of some instructional materials used in teaching of social studies in pre-primary schools. Indicate whether the resources are available or not and whether they are put to use or not. (Tick where appropriate)
INSTRUCTIONAL Available Not available Used Not used RESOURCES 6. Newspapers/Magazines
7. Charts/drawings
8. Text books/writing materials
9. Pictures, flash cards
10. Radio/TV/Films/computers
11. Writing materials
12. Drawing materials
13. Creative materials
83
Indicate the extent to which you agree with the following statements in regards to instructional materials. Use the likert scale of 1-5 where 1-strongly agree, 2-agree, 3- undecided, 4-disagree, 5-strongly disagree.
Statement Strongly Agree Undecided Disagree Strongly Agree Disagree
14. Instructional materials make learning of social studies interesting and effective
15. It is only older pupils who need instructional materials.
16. Social development does not require adequate Instructional materials
17. Instructional materials expose learners to new experiences
18. instructional materials used for teaching social studies are adequate
19. What criterion do you use in selecting the instructional materials that you use in
teaching social studies? (Tick where appropriate)
Lesson objectives [ ] Age of learner [ ] Nature of topic [ ]
Class size [ ] Time available [ ] Material available [ ]
20. a) Have you ever attended any in-service course or seminar in the teaching of
social studies where the use of instructional resources was emphasized?
Yes ( ) No ( )
84
b) If your answer is yes in (a) above, specify the materials that the seminar/in-
service course covered. …………………………………………………………
SECTION D: TEACHING METHODOLOGIES
The following statements relate to teaching approaches in social studies in pre- primary schools. Indicate the extent to which you agree using a scale of 1-5 where 1- strongly agree, 2-agree, 3-undecided, 4-disagree, 5-strongly disagree
Strongly Agree Undecided Disagree Strongly agree disagree
21. Social Studies is taught using child centered method
22. Learners’ performance is unpleasing due to poor choice of teaching method used
23. class size affects the choice of teaching methods
24. The modern method of teaching Social Studies demands a lot of time which is not catered for on the time table.
25. The school has adequate instructional materials which enhance teaching methods
26. . The school has various instructional materials that influence the choice of the teaching methods.
85
27. Which teaching method do you use in teaching social studies?
Child-centered method [ ] thematic method [ ] teacher-learner method [ ]
28. What factors determine the choice of teaching methodology in teaching social
studies?
Teacher training [ ] Availability of learning aids [ ] Class size [ ]
Type of learners [ ]
29. a) Have you ever attended any training on teaching methodology?
Yes [ ] No [ ] b) If yes in (a) above, state the methods that were recommended
......
86
APPENDIX II: OBSERVATION CHECKLIST
VARIABLES Available Available Adequate Not Not & but not adequate available appropriate appropriate
1 Classroom setting Space
Physical set up
Light and Lighting
Floors and Path movements.
2 Instructional material
Blackboards.
Drawing materials
Textbooks
Charts/flash cards
Writing materials
Creative materials
Radio/computers
3 Teaching methods
Appropriateness to age level. Achievement of the lesson objectives.
Child involvement.
87
APPENDIX III: INTERVIEW SCHEDULES FOR HEAD TEACHERS
1) In your own words state how provision of intimate spaces in your school probe on the state, arrangement of classroom and the overall physical appearance of the classroom.
______Give your views on the state of learning and teaching resources in the school
(Probe on the state, relevance, adequacy and availability of the resources).
______
3) Kindly state the methods of teaching that your teachers use to teach social studies
activities in your school
______
4) Give your opinion on the relevance and appropriateness of teaching
methodologies in the implementation of social study education curriculum.
______
5) State the relevance of K.I.C.D including social studies education in pre-primary
curriculum.
88
______6) Social studies implementation faces challenges of different magnitudes, state the
common challenges faced by your office in support of this curriculum delivery.
______
______
______
89
APPENDIX IV: INTERVIEW SCHEDULES FOR HEADTEACHERS
90
APPENDIX V: RESEARCH AUTHORIZATION, NACOSTI
91
APPENDIX VI: RESEARCH AUTHORIZATION CARD, NACOSTI
92