Education
http://repository.anu.ac.ke/handle/123456789/258
Browse this Collection:2024-03-28T09:40:18ZFactors influencing the integration of ICT in teaching and learning. A case of public primary schools in Kitui central sub county, Kitui county, Kenya
http://repository.anu.ac.ke/handle/123456789/891
Factors influencing the integration of ICT in teaching and learning. A case of public primary schools in Kitui central sub county, Kitui county, Kenya
Muia, Regina Kavinya
Integrating technology into classroom practices is one of the challenges in the 21st century.
Effectively integrating ICT into teaching learning process is much more complicated than
providing computers and securing a connection to the Internet. The purpose of the study
was to investigate the factors influencing integration of ICT in teaching and learning in
public primary schools in Kitui Central Sub County. The study objectives were to assess
the influence of teachers’ ICT literacy, to establish the influence of teachers’ attitude, and
to examine the influence of availability of ICT resources on ICT integration in teaching
and learning in public primary schools in Kitui Central Sub County. The study was
anchored on the Technological Pedagogical Content Knowledge (TPACK) Model for
Technology Integration in teaching and learning and the Technology Acceptance Model
(TAM). The study adopted descriptive survey research design. The study targeted 70 head
teachers and 1053 teachers from 70 public primary schools. Through simple random
sampling, 21 head teachers and 105 teachers were selected for the study. Data was collected
through the head teachers’ interview schedule and teachers’ questionnaire. To ascertain
reliability and validity of research instruments, the Pilot testing was conducted in the
neighboring Kitui West Sub County. Reliability of the research instruments was calculated
using test-retest technique obtaining a coefficient of 0.84. Content and construct validity
were ascertained through the university supervisors’ scrutiny and pilot testing. Both
descriptive and inferential statistics were used to analyze the data. Descriptive statistics
included frequencies, means and standard deviations while multiple regression analysis
was used to test the formulated three hypotheses. Qualitative data was put into broad
themes for interpretation. However, some qualitative data was used verbatim in order to
maintain the power of the participants’ spoken words. The study found that teachers’ ICT
literacy was low, attitude towards ICT integration moderately positive while availability of
ICT resources was moderate. The study’s three independent variables contributed 62.3 %
of variance in the level of ICT integration in teaching and learning (R2 = 0.623). Teachers’
ICT literacy was the most potent predictor of ICT integration (β = 0.568, t(89) = 5.365, p
< 0.05). It is hoped that the findings will serve as an important feedback to the government
in regard to the National ICT policy on Education and Digital Learning Programme which
was meant, ostensibly, to entrench information and communication technology (ICT) in
the teaching and learning process in primary schools in Kenya. The study recommends that
the MOE should organize frequent compulsory in service training to equip all teachers with
the appropriate skills and knowledge in ICT.
2021-03-01T00:00:00ZEffects of emerging trends in postmodern religious education on the morality of third year university students: a case study of the University of Nairobi third year students
http://repository.anu.ac.ke/handle/123456789/890
Effects of emerging trends in postmodern religious education on the morality of third year university students: a case study of the University of Nairobi third year students
Onyango, Benson Laguina
Post modernism is defined as a philosophy of the “late 20th century movement
characterized by broad skepticism, subjectivism, or relativism; a general suspicion of
reason and an acute sensitivity to the role of ideology in asserting and maintaining
political, religious and economic power. It is one such factor that is influencing and
changing certain core values of religious education. The purpose of this study was to
determine influence of emerging trends in postmodern religious education on the
morality of third year university students with reference to the University of Nairobi.
The following objectives were formulated to guide the study: to determine the
influence of skepticism on the morality of religious students at the university of
Nairobi, to determine the influence of subjectivism on the morality of religious
education students at the University of Nairobi, to determine the influence of
relativism on the morality of religious studies students at the University of Nairobi
and to determine the influence of pluralism on the morality of religious education
students at the University of Nairobi. The study was anchored on Durkheim’s theory
on religion. A mixed method research design was employed in this study. The study
targeted a head of department, lecturers and students in the department of religion and
philosophy at the University of Nairobi. The study sampled 1 head of department, 10
lecturers and 167 3rd year students through purposive sampling from a target
population of 1 head of department, 300 lecturers and 320 students. Data was
collected through structured and semi-structured questionnaires administered to the
students, and interview schedules. Pilot testing involved one departmental head, 5
lecturers and 20 students from Kenya Highlands Evangelical University in Kericho
County. The content and construct validity, of the data collection instruments was
ascertained by presenting the instruments for scrutiny to the researchers two
University supervisors. Reliability of the students and lecturer questionnaires was
estimated through the test-retest technique. To analyze data, Statistical package for
Social Sciences (SPSS) was applied. Standard deviation as well as means and
percentages were used for descriptive data analysis. Inferential statistics such as
correlation and chi-square were also used to represent the findings in accordance with
the study objectives. The findings show that skepticism indeed affected the morality
of religious education students in the university (r=0.750, p<0.05). This can be
evidenced by that some students ignored the shackles of organized religion and
rejected the shackles of organized religion. Findings show that subjectivism had
significant relationship with religious education morality at the University of Nairobi
(r=0.560, p<0.05). Some students shunned outward expression of religion. Some
tolerated individualism while others had allergy to facts. There was a statistically
significant relationship between pluralism and the morality of religious education
students at the University of Nairobi (r=0.840, p<0.05). This was evidenced by sense
of tolerance for various beliefs and ways of life. However, there was no statistically
significant relationship between relativism and the morality of religious education
students at the University of Nairobi (r=0.151, p>0.05). In this regard, there was low
level of indifference to religious and moral absolutes. The study recommends the need
for the religious education departments to put in place strategies to counter the
negative effects of postmodernism on students’ molarity. The study could be of
importance to universities in addressing the approach on teaching religious education,
and maintaining the original value and impact of religious education.
2022-06-01T00:00:00ZInfluence of management strategies on academic performance of pupils with emotional and behavioral disorder in public primary schools in Matayos Sub County, Busia county, Kenya
http://repository.anu.ac.ke/handle/123456789/764
Influence of management strategies on academic performance of pupils with emotional and behavioral disorder in public primary schools in Matayos Sub County, Busia county, Kenya
Wanyama, Everlyn Nasimiyu
With an increasing number of students with Emotional Behavioral Disorder (EBD) being included in the general education classroom with their non-disabled peers, ensuring that these students are not placed into this educational setting without adequate support is more imperative than ever. This calls for certain management strategies to ensure that, the task of tackling issues of learners with EBD is not a preserve of the special education teacher but rather all educators need to get on board and learn the underlying concepts of behavioral assessment and implementation of appropriate evidence-based practices and interventions. The purpose of the study was to establish the influence of management strategies on pupils with emotional and behavioral disorder (EBD) academic performance in Matayos Sub County, Busia County, Kenya. The study was premised on bioecological systems theory by Urie Bronfenbrenner. The study adopted descriptive survey design. The study targeted 30 head teachers and 49 class five class teachers. Thirty class teachers and nine head teachers were sampled. The study data was collected through class teachers questionnaire and head teachers interview schedule. Content and construct types of validity were ascertained through scrutiny by a panel of university lecturers. Using test retest technique, teachers; questionnaire was found to have a reliability coefficient of 0.82. Both descriptive and inferential statistics were used to analyze the data. The study’s three formulated null hypotheses were analyzed using multiple regression analysis. The school management initiative of capacity building of teachers in special needs education had the most significant relative influence to the pupils’ with EBD academic performance (β = 0.498) followed by the school behavior support system (β = 0.417) while the parents involvement in pupils with EBD learning had the least influence (β = 0.215). The study recommended that, capacity building of teachers in special needs education should not be left entirely on the government initiated seminars and workshops. The head teacher, school management committee and teachers should collaborate and device an inhouse inservice programme to equip all teachers with essential knowledge and skills to actualize inclusive education. Additionally, the school management committee should spearhead a campaign to scale up parents involvement in their children learning and more so the ones with a form of disability. Further, Apart from making the school rules and regulations explicit and clear to all the school members, class teachers should be proactive and employ the various evidence based behavior intervention methods in order to enhance learners with EBD positive behavior and academic outcomes.
2019-04-01T00:00:00ZInfluence of principals’ management practices on discipline among students in public secondary schools in Matungulu Sub-County, Machakos County, Kenya
http://repository.anu.ac.ke/handle/123456789/733
Influence of principals’ management practices on discipline among students in public secondary schools in Matungulu Sub-County, Machakos County, Kenya
Malonza, Bernard Itumo
School principals play an important role in the socialization process of students from where they learn to regulate their own conduct, respect others, manage their time responsibly and thus become responsible citizens. However, the situation is different in Matungulu Sub-county with rising cases of students’ indiscipline. Thus, the purpose of this study was to assess the influence of principals’ management practices on students’ discipline in public secondary schools in Matungulu Sub-county, Machakos County, Kenya. The study was guided by the open systems theory and assertive discipline theory. The study applied mixed methodology and thus adopted concurrent triangulation design. The study targeted 44 principals, 44 senior teachers and 620 student leaders from which 22 principals, 22 senior teachers and 243 student leaders were sampled. Student questionaires and principals and senior teachers interview guides were used to collect data, whereas magnitude and frequency of indiscipline incidences were collated through document analysis. Content and construct validity of research instruments were ascertained through scrutiny by two university supervisors. Reliability of the instruments was determined using test retest technique. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis with the aid of Statistical Packages for Social Science (SPSS 23). The study established that levels of indiscipline among students in public secondary schools were very high. In one of the schools, there were 22 incidences of students unrests/class boycotts in a span of two years. Most of unrests were linked to school food, rules and regulations, school routine and lack of dialogue. In most of the schools students were not involved in setting school routine, food menu and school rules. Additionally, most principals communicated by delivering harangues during morning assemblies and hardly initiated the recommended two way communication through open barazas. All the formulated null hypotheses were rejected signifying that all the independent variables had a significance influence on the students’ discipline. The study cocluded that most public secondary schools in Matungulu Sub-county were yet to embrace participatory leadership. The study findings may form basis for enhanced involvement of students in school management. The study recommends that principals should involve students more in decision-making, motivate and empower peer counselors and manifest behavior patterns which help them reinforce a desirable behavior among students.
2020-09-01T00:00:00ZFactors influencing students' choice of geography in public secondary schools in Kieni East Sub -County Nyeri County, Kenya
http://repository.anu.ac.ke/handle/123456789/732
Factors influencing students' choice of geography in public secondary schools in Kieni East Sub -County Nyeri County, Kenya
Kaberia, Basilio Muchui
Geography is a fundamental subject at the secondary level of education. The subject is not only relevant to students who intend on pursuing geography as their career path but also to those that only pursue it at the secondary level of education. Despite this, the number of students choosing geography as a core subject has declined from 16.8% in 2014 to 14.8% in 2018. The main purpose of the study was to examine factors influencing students’ choice of geography subject in public secondary schools in Kieni East Sub County Nyeri, Kenya. The study aimed at examining the influence of students’ aspirations on the choice of geography subject, establishing the influence of students’ attitude on the choice of geography subject, assessing the influence of parents on students’ choice of geography subject, and examining the influence of the school subject combination on students’ choice of geography subject. Social learning theory and social cognitive theory guided the study. The descriptive research design was adopted. The study’s population comprised of 463 Form Three geography students, 57 geography teachers and 28 heads of department. Two hundred and ten students were sampled using a simple random sampling method. From each of the 26 schools, two geography teachers and one head of department were purposefully selected. Data were collected through heads of department questionnaires, geography teachers’ questionnaires and students’ questionnaire. Content validity was estimated by incorporating the views of content experts consisting of three lecturers from Africa Nazarene University. Cronbach’s alpha for internal consistency was used to test reliability. The analysis of data was done with the use of frequencies, percentages, means and standard deviation. The hypotheses were tested at 95% confidence level using regression analysis. The findings of the study indicated that the students’ in Kieni East sub-county chose geography because of its relevance to their career aspirations. Also, it came out clearly from the students, teachers and heads of department that the geography students have a positive attitude towards the subject. The multiple regression analysis that was used to test the four formulated hypotheses indicated that students’ attitude had a positive and significant influence on the choice of geography (β = 0.441, t = 6.412, p < 0.05). Similarly, school subject combination had a positive influence on the choice of geography (β = 0.272, t = 4.134, p < 0.05). Moreover, students’ aspiration had a positive and significant influence on the choice of geography (β = 0.164, t = 2.675, p < 0.05). However, parents had a negative influence on the choice of geography by students (β = -0.184, t = 2.925, p < 0.05). It was concluded that students’ in Kieni East sub-county chose geography because of its relevance to their career aspirations. Also, students’ attitude is a key determinant on whether they choose the geography subject or not. Moreover, the findings indicated that parents are not highly involved in the students’ subject choice. Besides that, the public secondary schools offered all the group three subjects namely geography, history and government and religious education hence the students were not constrained to settle on a subject they did not intend to study. The researcher, therefore, recommends that it is utmost necessary for the geography teachers to acquaint students on the various career paths they could take with a background in the geography subject. Besides, geography teachers need to make it their priority to ensure that the geography lessons are interesting to learners. Further, the public secondary schools need to encourage the parents to be familiar with the school curriculum and ensure that there is an orientation for students on the criteria for choosing subjects.
2020-07-01T00:00:00ZInfluence of guidance and counselling of students’ on academic performance in secondary schools in Lamu West Sub County, Lamu County, Kenya
http://repository.anu.ac.ke/handle/123456789/731
Influence of guidance and counselling of students’ on academic performance in secondary schools in Lamu West Sub County, Lamu County, Kenya
Irungu, Agnes Muthoni
In addressing guidance and counseling, development partners and states have put in place regulatory frameworks and justice institutions. In this regard, the legislative framework in Kenya is commendable. What has not received adequate attention, has been tackling the manner in which guidance and counseling is affecting students’ dealings at school. Lamu West Sub County had been affected in academic performance in a number of ways including effects of guidance and counseling, creating a dire consequence on the performance of these learners. The purpose of this study was to investigate the influence guidance and counseling on academic performance in secondary schools in Lamu West Sub County. The study was anchored on the psychoanalytic theory and cognitive development theory. The study adopted descriptive survey design. The study targeted 16 principals and 32 guidance and counseling teachers from all the public secondary schools in Lamu West Sub County. Pilot testing and expert judgment were used to ascertain content and construct validity of the research instruments. Census sampling technique was used to sample all the 16 principals and the 32 guidance and counselor teachers from the 16 secondary schools. The guidance and counseling teachers’ questionnaire and principals’ interview guides were employed to collect data. Reliability of the guidance and counseling teachers’ questionnaire was ascertained through the split half technique, where a coefficient of 0.88 was obtained. Data were analysed by both descriptive and inferential statistics. Descriptive statistics such as frequencies, means, standard deviations and percentages were used. The formulated three null hypotheses were tested using multiple regression analysis. The study found that most schools lacked consistent professional guidance and counselling services. Due to lack of effective guidance and counselling services, most of the students were vulnerable to misinformation from different sources. The study three independent variables contributed 73.6 % of variance in pupils’ academic performance (R2 = 0.736). Guidance and counseling in academic issues had the most significant relative contribution to the prediction of pupils’ academic performance (β = 0.529, p < 0.05), followed by guidance in psychosocial issues (β = 0.401, p < 0.05), while career guidance had the least influence (β = 0.282, p > 0.05). The study concluded that most of the counselor teachers rarely get themselves involved in matters concerning their students’ relations at home and which jeopardized students’ academic performance. The study recommended that all the teachers regardless of their school ranking, be engaged in guidance and counseling development workshops and seminars. The knowledge and experience gained from such engagements can be used to uplift their schools and the general students’ welfare. This calls for the TSC to make it mandatory for all teachers to attend and participate in these trainings.
2019-09-01T00:00:00ZInfluence of classroom environment on children’s academic performance in public ecde schools in Keiyo North Subcounty, Elgeyo Marakwet County, Kenya
http://repository.anu.ac.ke/handle/123456789/729
Influence of classroom environment on children’s academic performance in public ecde schools in Keiyo North Subcounty, Elgeyo Marakwet County, Kenya
Chesire, Joyce Jepkemoi
Realization of the objectives of basic education in Kenya, according to Kenyan Education Sector Support Programme, reveals the need to reconsider several aspects of the National Education implementation process. Many factors, related to implementation systems, continue to affect the achievement of quality education for all learners hence frustrating objectives of vision 2030. This study intended to investigate how classroom environment influences children’s academic performance in the public ECDE schools in Keiyo North Sub-county. The objectives of the study were: to establish the influence of teacher-learner activities on children’s academic performance in public ECDE Centres in Keiyo North subcounty, to examine the influence of teaching methods on children’s academic performance in public ECDE Centres in Keiyo North sub-county, to determine the influence of adequacy of teaching/learning resources on children’s academic performance in public ECDE Centres in Keiyo North sub-county and lastly to assess the influence of class number of children on children’s academic performance in public ECDE Centres in Keiyo North subcounty. The study was anchored within tenets of Constructivism theory and adopted the approaches of descriptive survey research design. The target population was 105 respondents with a sample size of 83 respondents. All pupils in PP2 participated in the research test. Data for the study was sought using questionnaires, lesson observation and observation check lists. A pilot exercise was undertaken in order to find checks that ensured validity and reliability of the study. Data analysis was done using descriptive and inferential statistics. The study findings revealed that teacher learner activities have a positive and significant influence on children academic performance (β1=.124, p<0.05). It was further established that teaching methods has a positive and significant influence on children’s academic performance (β2=.287, p<0.05). Adequacy of teaching/learning resources was found to have a positive and significant influence on children academic performance (β3=.286, p<0.05). Finally, Class number of children was found to have a positive and significant influence on children’s academic performance since an exercise was adminsterd by the researcher toall the learners in the sampled 21 schools. (β4=.252, p<0.05). The study concluded that ECDE teachers use, counting, singing,drawing, coloring, painting, modeling, weaving and dancing when teaching in class. Methods used by teachers to teach were; storytelling, observations, field trips, singing, dramatization, class experiments, reciting rhymes, audio visuals, reciting poems, open ended questions and resource persons, hence all this greatly improved academic performance of learners. The study recommends that the ECDE teacher should be conversant with the content delivered and select the best required and useful activities to communicate the content to the pupils effectively hence improve academic performance. The ECDE teachers should appropriately choose a model of teaching and the learning environment will determine the fun and enjoyment of lesson and will indirectly improve children’s academic performance.
2020-09-01T00:00:00ZFactors influencing the integration of ICT in teaching and learning. A case of public primary schools in Kitui Central Sub County, Kitui County, Kenya
http://repository.anu.ac.ke/handle/123456789/698
Factors influencing the integration of ICT in teaching and learning. A case of public primary schools in Kitui Central Sub County, Kitui County, Kenya
Muia, Regina Kavinya
Integrating technology into classroom practices is one of the challenges in the 21st century.
Effectively integrating ICT into teaching learning process is much more complicated than
providing computers and securing a connection to the Internet. The purpose of the study
was to investigate the factors influencing integration of ICT in teaching and learning in
public primary schools in Kitui Central Sub County. The study objectives were to assess
the influence of teachers’ ICT literacy, to establish the influence of teachers’ attitude, and
to examine the influence of availability of ICT resources on ICT integration in teaching
and learning in public primary schools in Kitui Central Sub County. The study was
anchored on the Technological Pedagogical Content Knowledge (TPACK) Model for
Technology Integration in teaching and learning and the Technology Acceptance Model
(TAM). The study adopted descriptive survey research design. The study targeted 70 head
teachers and 1053 teachers from 70 public primary schools. Through simple random
sampling, 21 head teachers and 105 teachers were selected for the study. Data was collected
through the head teachers’ interview schedule and teachers’ questionnaire. To ascertain
reliability and validity of research instruments, the Pilot testing was conducted in the
neighboring Kitui West Sub County. Reliability of the research instruments was calculated
using test-retest technique obtaining a coefficient of 0.84. Content and construct validity
were ascertained through the university supervisors’ scrutiny and pilot testing. Both
descriptive and inferential statistics were used to analyze the data. Descriptive statistics
included frequencies, means and standard deviations while multiple regression analysis
was used to test the formulated three hypotheses. Qualitative data was put into broad
themes for interpretation. However, some qualitative data was used verbatim in order to
maintain the power of the participants’ spoken words. The study found that teachers’ ICT
literacy was low, attitude towards ICT integration moderately positive while availability of
ICT resources was moderate. The study’s three independent variables contributed 62.3 %
of variance in the level of ICT integration in teaching and learning (R2 = 0.623). Teachers’
ICT literacy was the most potent predictor of ICT integration (β = 0.568, t(89) = 5.365, p
< 0.05). It is hoped that the findings will serve as an important feedback to the government
in regard to the National ICT policy on Education and Digital Learning Programme which
was meant, ostensibly, to entrench information and communication technology (ICT) in
the teaching and learning process in primary schools in Kenya. The study recommends that
the MOE should organize frequent compulsory in service training to equip all teachers with
the appropriate skills and knowledge in ICT.
2021-04-01T00:00:00ZTeachers’ perception of the effect of implementation of inclusive education on KCPE performance in public primary schools in Bungoma North Sub County, Bungoma County, Kenya
http://repository.anu.ac.ke/handle/123456789/697
Teachers’ perception of the effect of implementation of inclusive education on KCPE performance in public primary schools in Bungoma North Sub County, Bungoma County, Kenya
Amusavi, Christine Ilabuya
The drop in performance in KCPE in public primary schools in Bungoma North Sub
County since the introduction of inclusive education has been a major issue. The purpose
of the study was to investigate the Teachers’ perception of the effect of inclusive education
on KCPE performance in public primary schools in Bungoma North sub-county. The
objectives of the study were to examine the teachers’ perception of the effect of inclusive
education teaching approaches on KCPE performance, to establish the teachers’ perception
of the effect of teacher’s level of preparedness in inclusive education on KCPE
performance, to assess the teachers’ perception of the effect of availability of instructional
resources for inclusive education on KCPE performance and to establish the teachers’
perception of the effect of inclusive education mode of assessment on KCPE performance.
Descriptive survey design was adopted. The population for this study included 1348
teachers and 105 Head teachers from public primary schools. A sample size of 308 teachers
and 83 head teachers was obtained using Yamane’s formula. Data was collected using
interview schedule for Head teachers and questionnaires for teachers. Instruments were
pre-tested and discussed with supervisor in order to improve their validity and reliability.
Collected data was coded and analyzed using Microsoft Excel Randomize rand SPSS
program. Statistical analysis such as frequencies and percentages were also used. The study
findings showed that a majority (73.4%) of the teachers in public primary schools in
Bungoma North sub-county did not have adequate skills necessary for identification of
learners with special needs. This was majorly attributed to the lack of training on special
needs education. The study findings also showed that majority (68.0 %) of the teachers had
insufficient training to meet the needs of learners with special needs within their inclusive
classrooms. The study findings further showed that a majority of (76%) of the teachers in
primary schools in Bungoma North sub- County were in agreement that learning materials
prepared for learners with special needs were used on very few learners. This implies that
teachers were not involved in helping learners with special needs in inclusive classroom.
The study recommends Teachers in public primary schools to undergo in- service courses
in special needs education in order to gain skills necessary to teach effectively in inclusive
setting. Teachers need to utilize extensive range of instructional approaches that target the
diverse learning needs in an inclusive class. There is also need for Kenya national
examination council to organize for setting separate KCPE examination for learners with
special needs in inclusive education so as to improve performance. The significance of my
study was that most of the teachers had a desire to further their studies to gain more skills
and knowledge so as to be reflective teachers in teaching inclusive classrooms.
2021-06-01T00:00:00ZDeterminants of pre-school learners’ performance in psychomotor and creative activities in Nzambani Subcounty, Kitui County, Kenya
http://repository.anu.ac.ke/handle/123456789/696
Determinants of pre-school learners’ performance in psychomotor and creative activities in Nzambani Subcounty, Kitui County, Kenya
Samuel, Cecilia Nduku
Psychomotor skills and creativity play an important role for a child’s early development in
all domains socially, emotionally and physically as well as enhancement of cognitive and
language skills. The purpose of the study was to examine the determinants of Pre-school
learners’ performance in psychomotor and creative activities in Nzambani Sub County,
Kitui County. Specifically the study investigated the school environment, pre-school
teachers’ and parental support as the determinants of learners’ performance in psychomotor
and creative activities. The study was premised on collective creativity theory and adopted
cross sectional survey research design. The study targeted 55 head teachers, 153 Pre-school
teachers and 1620 pre-school learners from 55 Pre-schools in the Sub County. The study
sampled 17 head teachers, 110 teachers and 1620 learners through census and simple
random sampling. Data was collected through Pre-school teachers’ questionnaire, head
teachers’ interview schedule and the Pre-school creative activities observation schedule.
The validity of the data collection instruments was ascertained by presenting the instruments
for scrutiny by the researcher’s two university supervisors. Reliability of the Pre-school
teachers’ questionnaire was ascertained through test-retest technique. Data was analysed by
both descriptive and inferential statistics. Descriptive statistics included frequencies, means
and standard deviations while multiple regression analysis was used to test the formulated
three hypotheses. Qualitative data was put into broad themes for interpretation. The study
found that 68% of the schools’ environments were deprived of the essential resources to
promote psychomotor skills and creative activities such as playing of musical instruments,
painting and thread work. It was also found that pre-school teachers lack sufficient
knowledge to guide pupils on psychomotor and creative activities. Although most of the
parents did not engage their children in household chores with reference to the teachers and
head teachers’ report, they allowed them to play, thus, enhancing their psychomotor skills
and creative activities. The study’s three independent variables which included school
environment, teachers’ support and parental support contributed 73.6% of variance in Preschool learners’ performance in psychomotor and creative activities (R
2 = 0.736). Parental
support was the most potent predictor of pre-school learners’ performance in psychomotor
and creative activities (β = 0.588, t (109) = 5.39, p < 0.05). It is hoped that the generated
information will act as the reference point as Pre-school teachers, head teachers, parents and
CSOs combine synergies and brainstorm on ways to improve Pre-school learners in
psychomotor and creative activities. The study recommends that the MOE should organize
frequent compulsory in service training to equip all teachers with the appropriate skills and
knowledge in psychomotor and creative activities. The study also recommends that teachers
should use the locally available materials such as the sisal skipping ropes and beads to
ensure pupils are exposed to psychomotor and creative activities. This will boost learners’
holistic growth and development as well as enhancing their talents in psychomotor and
creative activities
2021-05-01T00:00:00Z