Publication: An investigation of contributions of school-based dynamics on language acquisition amongst pre-school learners in Murang’a South sub-county, Murang’a county
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2014-11
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Mount Kenya University
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Abstract
It has been established that early literacy skills play a significant role of communication in
everyday life and from infancy through early childhood to primary levels of education. Acquisition
of such skills is influenced by a number of factors ranging from home-based dynamics to school
factors. However, in Murang’a South District, communicative competency amongst preschool has
been very poor and this has been a concern for different education stakeholders. Thus, the main
objectives of the study were to investigate the contributions of school-based dynamics on language
acquisition amongst preschool children in Murang’a South District in Murang’a County. These
dynamics included teaching approaches, teaching competency, instructional materials and peer-
related play. The study applies the technique of systematic review of the literature to investigate
the contributions stated school-based dynamics to acquisition of language skills. The researcher
applied both qualitative and quantitative methodology. Thus, the study applied explanatory
sequential design since it is single-phase design in which researcher implemented the quantitative
and since it is single-phase design in qualitative data helped explain or build upon initial
quantitative results. The study was carried out amongst 30 preschools with a target population of
2100 from which a sample of 210 respondents was selected using The Central Limit Theorem. The
study applied stratified random sampling to create 6 different strata or sample frames each
consisting of 5 preschools in Murang’a South District. From each stratum, a sample of at least 1
preschool was randomly identified and then the researcher applied simple random sampling to
select 1 preschool manager and 1 preschool teacher from each stratum since they hold
responsibilities that bring them closer to the learners in order to relate their ideas and experiences
to performance. The researcher then applied simple random sampling to select at least 41 preschool
children from each stratum since this help avoid the feeling of bias amongst the respondents. Since
the study involved explanatory sequential, collected data was analyzed quantitatively and
qualitatively and then merged into one overall interpretation in which the researcher related the
quantitative results to the qualitative findings. Analysis of data obtained from interviews and
observation checklist was done through identifying common themes from the respondents’
description of their experiences. Frequency counts of the responses were then obtained to generate
descriptive information about the respondents and to illustrate the general trend of findings on the
various variables that were under investigation. The study findings were presented using
percentages, tables and charts. The study has established that school dynamics such as teaching
approaches, teachers’ competency, instructional resources and peer-related play contribute
immensely towards preschool children’s acquisition of language skills. Thus, it recommends that
the government should formulate regulations to enforce adherence to the Kenya National Nutrition
Language and Literacy Policy whose aim is to oversee linguistic growth and development amongst
citizens.
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Childhood