Influence of classrooom based learning resources on performance in science for pre-school children in Mukuru slum in Makadara sub-county, Nairobi county, Kenya

Abstract

The main objective of the study was to establish the influence of classroom based learning resources on performance in science for pre-school children. The study was guided by the following specific objectives that included to examine the influence of textbooks on performance of pre-school children in Science, to investigate the influence of play materials on performance of pre-school children in Science, to determine the influence of learning corners (centers) on performance of pre-school children in Science and to assess the influence of writing materials on performance of pre-school children in Science. The study was carried out in Mukuru slum in Makadara sub-county, Nairobi County, Kenya. The target population of the study consisted of ten (n=10) pre-schools, four hundred (n=400) pre-school children, twenty (n=20) pre-school teachers and ten (n=10) head teachers of Mukuru Slum pre-schools of Makadara Sub-county Nairobi County. The study used an interview guide for the head teachers to collect information on availability, importance, choosing criteria, use, sponsorship, organization and arrangement of classroom based learning resources. The study used closed ended questionnaire to gather information from the pre-school teachers on quantity and variety of classroom based learning resources in the sampled pre-schools. The study used observation schedule to determine the quantity and adequacy of the available classroom based learning resources. Conclusions were made that children who learnt science with aid of textbooks, play materials, learning centers (corners) and adequate writing material performed better than those who learnt without. The difference in performance was due to treatment or interventions done to the experimental group. Classroom based learning resource should therefore be availed in large numbers for better science performance in pre-school. The ministry of education and other stakeholders should consider as a policy issue, providing adequate classroom based learning resources in pre-schools to be used by both pre-school teachers and pre-school children when teaching/learning in order to improve in science performance.