INFLUENCE OF TEACHERS’ IMPROVISATION OF SOUND-PRODUCING MATERIALS ON ACQUISITION OF SCIENCE SKILLS AMONG PRE-PRIMARY SCHOOL LEARNERS IN KIAMBU COUNTY, KENYA

Abstract

Acquisition of science skills among pre-primary school learners has had its fair share of challenges with many pre-primary school learners manifesting low competencies in manipulation, experimentation and observation skills. The purpose of this study was to assess the influence of teachers’ improvisation of sound-producing materials on acquisition of science skills among pre-primary school learners. It was guided by social constructivism and instructional theories. It adopted mixed methodology and applied concurrent triangulation research design. Qualitative data values were analyzed thematically based on objectives and presented in narrative form. Simultaneous triangulation design since it was single-stage structure in which analyst actualized the quantitative and subjective techniques during the equivalent time allotment and with equivalent weight. Quantitative data were analyzed descriptively and inferentially using linear regression analysis with the help of Statistical Packages for Social Science (SPSS 23) and presented using tables. The study established that pre-primary school learners manifest low science skills. That is, their manipulation, experimentation and observation skills are still below average. The study findings showed that teachers still have challenges in improvisation of sound-producing materials. The study recommends that the pre-primary curriculum developers emphasize improvisation of sound-producing materials as much as possible, and frequent inspections should be done. For future studies, researchers may put greater interest in conducting a similar study with national scope to ascertain the influence of improvised instructional materials on the levels of science skills among pre-primary learners.