INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON ACQUISITION OF READING SKILLS AMONG LEARNERS IN PUBLIC PRE-PRIMARY SCHOOLS IN THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON ACQUISITION OF READING SKILLS AMONG LEARNERS IN PUBLIC PRE-PRIMARY SCHOOLS IN THIKA SUB-COUNTY, KIAMBU COUNTY, KENYA
Martha Wanjiru Wangui
Dr. Hannah Kang’ara
Dr. Joyce Kamau
ABSTRACT
Reading is the ability to decode written words and to create meanings out of them and enables learners to benefit from educational activities, and to participate fully in the social and economic activities in which they take part. However, pre-primary school learners in Thika Sub-county still manifest poorly developed readings skills. The purpose of this study was to assess the influence of instructional strategies on acquisition of reading skills among pre-primary school learners in Thika Sub-county, Kiambu County, Kenya. The objective was to examine the use of instructional resources on acquisition of reading skills among pre-primary school learners. The study was guided by the theory of literacy development and instructional theory. The study adopted mixed methodology and applied concurrent triangulation research design. Target population totaled 1944 respondents comprising 144 pre-primary school teachers and 1800 pre-primary school learners from which a sample of 200 respondents was selected using the Central Limit Theorem. Stratified sampling was used to create five strata based on the number of zones in Thika Sub-county. From each zone, 16 pre-primary school teachers were selected using purposive sampling. From each zone, 24 pre-primary school learners were selected using simple random sampling. This sampling procedure realized a sample of 80 pre-primary school teachers and 120 pre-primary school learners. A questionnaire was used to collect data from pre-primary school teachers, observation checklist and sample reading test for learners. Data analysis began by identifying common themes. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using ANOVA Test Analysis in Statistical Packages for Social Sciences (SPSS 23) and presented using tables. The study established that many pre-primary school learners manifest good, fluent and fast reading of words. However, they take longer time when figuring out the sounds and letters. Similarly, the learners were unable to differentiate between letters and sounds. The Ministry of Education should ensure that there is adequate provision of reading materials for learners.
