Effect of reflective teaching on children’s performance in preschool science activities in Nyamaiya division, Nyamira county

Abstract

The purpose of this study was to investigate the effect of reflective teaching on children performance in preschool science activities in Nyamaiya Division, Nyamira Countythe objectives of the study included to establish the performance of children in preschool science activities when taught using traditional methods, to determine the performance of children in preschool science activities when taught using reflective teaching method and to find out the effect of reflective teaching in pre-school children’s performance in science activities .The researcher used quasi-experimental design it involved random selection of two groups of pre-schools. Group 1 was experimental and group 2 was control schools. The head teachers and teachers involved in the study were randomly selected from schools selected. The researcher used simple random sampling technique with sixteen head teachers and twenty six teachers participating in the study whereby each school had one head teacher involved from their respective schools. This study was conducted by the researcher using prepared questionnaires which respondents were school head teachers and teachers. The researcher used observation checklist to determine facilities and resources available for science activities teaching and learning instrument validity was measured through research objectives of the study. The researcher visited the school she intends to collect the data from and introduced herself to the head teacher. The questionnaires were personally administered to the head teachers and teachers by the researcher and record responses. The researcher analyzed each questionnaire according to the opinion of respondents. The responses were counted, the frequencies calculated, percentages and mean score obtained. The study findings were that In addition to teaching science using traditional methods, children should be taught using reflective method in science .Science is largely a doing subject and children know more of what they do than what they hear. They need see, touch, smell and do as much as possible of their own investigations. They are unable to think through ideas and therefore hands on activities and first hand experiences make learning better for them. The teacher should give each child a chance to contribute to learning. The study recommended that District education boards and constituency development funds should prioritize early childhood education in allocations for development projects so as to provide necessary resources and facilities to teach science activities and make pre-schools child friendly. This will improve performance not only in science activities but also in other areas. Extension of quality assurance services to Pre-schools will help to monitor and improve performance in science as well as other areas.Head teachers should move to ensure that their respective preschools have adequate science teaching and learning materials for children. This should be complimented by developing a working plan that gives preschoolers a balanced timetable for the entire subject taught.