PHYSICAL FACILITIES AVAILABILITY ON CHILDREN ATTENDANCE IN PUBLIC PRE-PRIMARY SCHOOLS IN MWATATE SUB-COUNTY, KENYA
Abstract
The purpose of this study is to establish the influence of physical facilities availability on children attendance in public pre-primary schools in Mwatate Sub-County, Kenya. The study employed a descriptive survey research design. The target population for this study was 279 comprising of 184 Pre-Primary School teachers in 92 School Committee Chairpersons and 3 ECDE supervisors in three zones of Mwatate sub-county. The study employed a census method to determine the sample sizes of Pre-Primary School teachers (184) and ECDE supervisors (3); and a ten percent rule for School Committee Chairpersons (11). This gave a total sample size of 178 persons. Three instruments namely: the Pre-Primary School Teacher Questionnaire, School Committee Chairperson Interview and ECDE supervisors Interview Schedule was employed to collect data from the respondents. The instruments were validated by use of expert judgment while reliability of the tools was established through the use of test-retest procedures. Internal consistency of the tool was be established through the use of the Cronbach’s Alpha measures. The questionnaire was deemed to be reliable after attaining a reliability value of α = 0.88. Data was analyzed statistically using percentages and Chi-Square measures at 0.05 confidence levels. The study established that there is a statistically significant relationship between physical facilities availability and children attendance in public pre-primary schools in Mwatate Sub-County, Kenya. Overall, the study highlights the need for institutions and parents to work together to create a conducive learning environment for all children. This includes providing a variety of learning resources, maintaining clean and orderly classrooms and encouraging regular school attendance. By addressing these issues, institutions and parents can help ensure that all children have access to quality education and the opportunity to reach their full potential.
Downloads
References
2. Akwach A.S. (2008). Report on the Current State of the ECDE Elements Implementation Plan. Nairobi.
3. Anderman,M.E. & Anderman,H.L. (2010). Getting Students to Work Hard in the Classroom, Second Edition, Pearson Education, Inc., New Jersey, Upper Saddle River.
4. Anderson, R.H & Shane, H.G. (2002). Insights on the Long-Term Benefits of Investing in Young Children's Education in Chicago. National Society for the Study of Education. Year Book II
5. Antonowicz, L. (2015c). Project for children before entering kindergarten; interview with Marko Tosic of the Centre for Youth Integration in Serbia. 2 October 2015.
6. Attendance Works (2010). Why it's important to show up for preschool: boosting learning outcomes by preventing chronic absences. Washington DC: Attendance Works: Retrieved, June 7 2012.
7. Bandura, A. (1997). In other words, self-efficacy is the belief that one can successfully carry out an action or set of actions. New York: Freeman.
8. Barnett, W. S. (2011). Analysis of the efficacy of preschool and early elementary education programs. Science, 333(6045), 975- 978.
9. Bhattarai, K.N. (2017). How do various aspects influence students' commitment to regularly attending class? Evidence from Nepal, Analyzed Quantitatively and Qualitatively. Unpublished PhD Dissertation Colorado State University Fort Collins, Colorado Fall 2017
10. County Government of Taita Taveta (2013). Reasons for and Solutions to Falling Educational Quality in Taita Taveta County. County Government of Taita Taveta
11. Cramer, J.R. (1976). The Impact of a School's Physical Upgrade on Student Attitudes and Behaviors at a Selected Junior High. Unpublished Doctoral Dissertation, University of Georgia, Athens
12. Croft, D. J. (2000). Educators of young children: a manual of games and other activities. Biston: Houghton Mifflin Company.
13. Gottfried, M. (2014). The Impact of Prolonged Absences on Students' Academic and Emotional Development. Journal of Education for Students Placed at Risk (JESPAR), 19:2, 53-75.
14. Kathuri, N. and Pals, D. (1993). Research Methods in Education: An Overview.Njoro: Egerton University
15. Kerlinger, F.N. (1973). Foundation of behavioral research. New York: Holt, Rinhart and Winton incorporated.
16. Kikechi, W.R. (2003). Transition Rates from Elementary to Secondary School in the Taita-Taveta District and the Factors That Affect Them.Unpublished Masters Thesis, Kenyatta University, Kenya
17. Kothari, C.R. (2004). The approaches, strategies, and procedures used in research. New Age International, New Dheli.
18. Meoli, A. (2016). Grounded Theory Study on Preschool Attainment: Parent and Educator Perceptions of Barriers, Health Behaviors, and Practices. Unpublished PhD Dissertation: University of Central Florida Orlando, Florida.
19. Muchungu, D. (2021). Here’s all you need to know about Competency Based Curriculum. The Nation, Nation Media Group.
20. Mugenda, O. & Mugenda, A. (2003). Quantitative and Qualitative Strategies in Research (Revised Ed.). Nairobi: ACTS Press.
21. Muola, J. M. (2010). The Effects of Family Background on Academic Performance in Standard Eight Students in the Machakos District. Academic Journal Vol. 5 (3) PP 213-217.
22. Murungi, C.G, (2012). The problem of poor enrollment among children of pre-primary school age in Kenya. Journal of Education and practice, Vol 3, No 6.
23. Organization for Economic Cooperation and Development (OECD) (2005). Motivating, fostering, and keeping excellent educators is crucial. Paris: OECD
24. Orodho A. J, (2004). Learning the fundamentals of research design in the social and educational sciences. Nairobi, Masola Publishers.
25. Orodho, J. A. (2009). Methods for Writing Educational and Social Science Research Proposals and Reports. Nairobi: Kaneja Publishers.
Copyright (c) 2023 IJRDO-Journal of Applied Science
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJRDO Journal will have the full right to remove the published article on any misconduct found in the published article.
