EFFECT OF USE OF INSTRUCTIONAL MATERIALS ON LEARNER PARTICIPATION IN SCIENCE CLASSROOM IN PRESCHOOL IN KIINE ZONE KIRINYAGA COUNTY KENYA
TABLE OF CONTENT
Declaration……….…………….………………………………………………ii
Dedication……………………………………………………………….….…..iii
Acknowledgements……………………………………….……………..………iv
Abbreviations..……………………………………….………….………..….…..v
Table of contents……………………………………..………………….………vi
List of Tables……………………………………………..……….……………….ix
List of Figures…………………………………………….……………….………x
Abstract………………………………………………………….………….……xi
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study………………….…………….………….……..…1
1.2 Statement of Problem………………………………………..…..………….4
1.3 Purpose of the Study……………………….……………….……………….5
1.4 Research Objectives……………………………………………………………5
1.5 Research Questions……………………………………………………… 5
1.6 Significance of the Study………………………………………………… 6
1.7 Limitation of the Study……………………………………………..,,….. 6
1.8 Delimitation of the study……………………………………..…….,…… 7
1.9 Basic assumption of the study………………………………………,,… 7
1.10 Definition of key words……………………..………………………… 7
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction………………………….…………………..….…………… 8
2.1 Use of Instructional Material on learners participation in ECE: Global
Perspective…………………………………………………… ………12
2.2 Availability and adequacy of IM and participation………….……….….14
2.3 Self-esteem, effectiveness of use of instructional material and participation
in science class room…………………………………….………… 15
2.4 Group arrangement and participation in science class room………….. . 16
2.5 IM, motivation and participation in science classroom………………. 17
2.6 IM, time management and participation…………………………….. .29
2.7 Management of records and participation……………..…………………..30
2.8 Guidelines, requirements for the use of instructional Materials and
participation…………………………………………………………….. 32
2.9 Principles, Requirement for the selection of instructional materials and
participation……………………………………………………………………………………34
2.10 Problem Solving, use of instruction material and participation…………36
2.11Theoretical framework……………………………………..……….…….40
2.12 Conceptual framework…………………………………………..…….…..41
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research design………………………….………………………………….44
3.2 Target population…………………………………….………….……. 45
3.3 Sample and sampling procedures……………………………….….… 46
3.4 Research instruments…………………………….…………………..…. 47
3.5. Piloting……………………………………………….…………..…. 47
3.6 Data collection procedure.…………………………………………….…..48
3.7 Data analysis…………………………..………….…………….…………48
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION,
INTERPRETATION AND DISCUSSION
4.1 Background characteristics of respondents disaggregated by gender…… 50
4.2 Distribution of respondents level of education and experience………….. 50
4.3 Use of Instructional Material during science lesson.………………………52
4.4 Instructional materials, grouping and participation in science lesson …….54
4.5 Types of grouping of learners in science lesson……………………….…..55
4.6 Instructional Materials, records management and participation in science
lesson………………………………………………………………………57
4.7 Number of learners per class and use of instructional materials…………..58
4.8 Types of IM and participation in science classroom…………………………59
4.9 Appropriateness of instructional materials and participation in ECE science
Lesson………………………………………………………………………60
4.10 Effectiveness of use of instruction material and LPSC………..………….61
4.11 Displaying of IM and participation in science classroom……………..….64
4.12 AAIM in IPP in science classroom in ECE centres in KZKC…………… 65
CHAPTER FIVE
5.1. Introduction……..………………………………………………….……. 66
5.2 Summary of findings………………………………………………….…..66
5.3. Conclusions…………………………………………..….……. ………..…74
5.4. Recommendations……………………………..……….……….….……….77
References……………………………………………………………………………………………..79
Appendices
Appendix I Questionnaire
Appendix II Observation schedule
List of tables
Table 3.1 Target population….……………………………..…………………. 45
Table 3.2 Sample size……….……………………………………………….…46
Table 4.1 Response rate………………………………………………………….49
Table 4.2 Distribution level of education and experience of the respondents…..50
Table 4.3 Use of instructional material during science classroom..…… ……..52
Table 4.4 Grouping of learners and participation in ECE science classroo…..….54 Table 4.5IM, grouping of learners and participation in ECE science
classroom…………………………………………………………….…………..55
Table 4.6Instructional materials, record management and participation in science
lesson…………………………………………………………………………….57
Table 4.7 Number of learners per class, use of IM and PSC……………..…..…58 Table 4.8 Types of instructional materials and participation in science classroom
by activity……………………………………………………………………….59
Table 4.9 Instructional materials and participation in ECE science
classroom…….………………………………………………………..…..…….60
Table 4.10 Effectiveness of use of IM and PSC….……………………..…….. 61
Table 4.11 Instructional materials displayed during participation in science
classroom…………………………………………………………………………64
Table 4.12 AAIM in IPP in science classroom in ECE centres in
KZKC………….…..……………………………………………………………..65
ABSTRACT
Participation involves working with a partner or in a small group and brainstorming in order to create a stimulating learning environment. The role of instructional materials is to glue information into learners mind as what is seen is understood more than what is heard. During the formative years, learners add increasing qualities of knowledge to what is already learnt through explorations as they grow and expand horizon on the quality of content mastered. To widen mastery of concepts, rich leaning environment which is filled with a variety of instructional materials tend to foster faster acquisition of requisite skills for sustained learning and development. Such an environment should be enticing learners to observe, actively participate, make choices and experiment which in the process results in acquisition of additional knowledge. In the absence of reach learning environment modeled by the teacher to capture requisite skills, knowledge and competence. The purpose of the study was to determine the effectiveness of use of instructional materials on learners’ participation in science lesson in preschool in Kiine Zone Kirinyaga county Kenya.
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