Utilization of Instructional Methods and Resources in teaching basic literacy skills in English language in Public Pre-Schools in Wote zone, Makueni County, Kenya

Abstract

In the recent past there has been great concern among stakeholders in education on the low achievement in literacy among pupils. This study was designed to determine selected factors affecting teaching of basic literacy skills in English Language in public pre-schools in Wote Zone, Makueni County. Specifically the study established the teaching methods employed by teachers and the instructional resources used in teaching basic literacy skills in English language. The study was guided by the Literacy Development theory, Constructivism and theory of Instruction. The target population was 32 public pre-schools in Wote Zone, 32 head teachers, 64 pre-school teachers and one ECDE Zone coordinator. The study adopted a descriptive design. Simple random sampling technique was used to select 11 pre-schools while purposive sampling was used to select 22 pre-school teachers, 11 head teachers and one ECDE Zone coordinator. Data was obtained using two research instruments, a questionnaire for pre-school teachers and an interview schedule for head teachers and the ECDE Zone coordinator. Quantitative data obtained using questionnaires was organized and coded. Descriptive and inferential statistics in form of frequency distributions and percentages and correlation were generated and interpreted to obtain findings of the study. Information was then presented in form of frequency distribution tables. In addition, qualitative data obtained from respondents through interviews were transcribed, organized thematically and reported. The findings of the study established that methods used by teachers in pre-schools vary. The results also revealed that pre-school teachers were not conversant with integration of ICT in the teaching and learning of basic literacy skills. Also, lack of assessment, supervision and in-service training inhibit teacher performance. Some teachers were also found to have negative attitude towards teaching basic literacy skills. The study recommends that more interactive teaching methods should be adopted in teaching English language in pre-schools and adequate instructional resources provided. In addition, there should be integration of ICT in pre-schools, regular coordination of in-service training, supervision and assessment of pre-school teachers so as to improve the teaching and learning of basic literacy skills.