Influence of instructional resources on preschool children’s performance in number work in Kairuri zone, Embu county, Kenya.

Abstract

The earliest years of the life of a child are pivotal in forming the foundations for healthy development and providing children and their societies the opportunity to reach their full potential. Instructional resources entice learners to observe, actively participate, make choices and experiment which results in acquisition of additional knowledge thus improves children’s performance in number work. The purpose of this study was to investigate the influence of instructional resources on preschool children’s performance in number work in Kairuri Zone, Embu North District, Embu County. The study used a descriptive survey design and the theoretical framework of this study was constructivists’ theory. The sample of the study was 297 respondents picked using stratified sampling and proportionate sampling. Research instruments used to collect data were questionnaires, observation schedule and number work test. Data analysis was done using Statistical Package for Social Sciences, descriptive statistics computed and data presented using tables and themes drawn from objectives. The study shows that preschools have different types of instructional resources; concrete (79%), visual (62%), audio (4%) and audio visual materials (2%). The study indicated that 71.4% of preschool teachers had taught for 8-15 years and teaching experience assist the preschool teachers to be conversant with the problems encountered during learners’ participation in number work lessons. The study also showed that there is need to involve parents in making instructional resources through workshops as shown by 64.3% of the respondents. The study showed that funds for purchase of instructional resources in preschools come from parents and county government as indicated by 42.9 % of the respondents. Instructional resources influence children’s performance in number work. The study findings will be useful to future scholars as it will add to the existing body of knowledge and this will improve provision of education in preschools and hence achieve the vision 2030.