Vol 8 Issue 4 July 2021-August 2021
Lydia Gesare Ondieki, Benson Odongo, Mary Anyango Onditi
Abstract: This study investigated the influence of teachers’ classroom practices on pre-primary learners’ mastery of number activity concepts among public pre-primary learners in Embakasi Sub County Nairobi. The target population comprised of the 25 public pre-primary,75 pre-primary teachers, 25 centre managers, 3 Sub County ECD Coordinator and 1536 pre-primary learners. A sample size of 25 public pre-primary, 25 centre managers, 3 Sub County ECD Coordinator and 461 learners was considered for the study. The study utilized cluster, simple random and saturation sampling techniques to select participants while questionnaires, interview Schedule, and observation checklist were used to collect data. Descriptive and inferential statistics were used to analyse quantitative data with the aid of Statistical Package for Social Sciences (SPSS) version 23 while qualitative data was analysed thematically. Findings indicated that teacher classroom instructional practices statistically and positively influence mastery of number activity concepts among pre-primary learners in Embakasi Sub County.The study recommends for adequate and appropriate teachers’ instructional practices among pre-primary learners.The study further recommends that the government strengthens teachers’ instructional practices by organizing for regular in-servicing, seminars and workshops to enhance teachers’ instructional practices.
Keywords: teachers’ classroom practices, pre-primary learners’, ECD Coordinator.
Title: Influence of Teachers’ Classroom Practices on Mastery of Number Activity Concepts among Pre-primary learners in Embakasi Sub County, Nairobi
Author: Lydia Gesare Ondieki, Benson Odongo, Mary Anyango Onditi
International Journal of Novel Research in Education and Learning