RELATIONSHIP BETWEEN CONSTRUCTIVIST GUIDING PRINCIPLES AND LANGUAGE LITERACY IN PRE-PRIMARY EDUCATION IN SOUTHERN NYANZA REGION, KENYA

Abstract

The study aimed to examine how constructivist guiding principles used by the teachers relate to learners’ language literacy outcomes among pre-primary education in Southern Nyanza Region, Kenya. The study determined the relationship between the principle of opportunity, excellence and differentiated curriculum and
learning, and language literacy outcomes among pre-primary learners. The study employed correlational and
descriptive survey designs, guided by Vygotsky’s Social Constructivism Theory. The target population was
9,224 participants including: teachers, headteachers and county ECDE directors in southern Nyanza region
which comprised Homabay County, Kisii County and Nyamira County. A proportional sample of 384 respondents was selected using simple random and purposive sampling techniques. Data collection involved questionnaires, validated through expert judgment and reliability was confirmed with a Cronbach’s Alpha of 0.83.
Analysis was conducted using SPSS version 27.0, applying descriptive statistics and logistic regression at α =
0.05. Findings indicated that constructivist guiding principles significantly predicted language literacy (Waldꭓ²
(1) = 4.400, p = 0.036, Exp(B) = 2.117). The findings showed that teachers who effectively implemented constructivist guiding principles had a positive and significant contribution to language literacy. The study concluded that constructivist guiding principles play a critical role during language instructional process, enhancing literacy skills among pre-primary learners. The study recommended that, teachers should enhance the implementation of constructivist guiding principles to promote interactive teaching practices during language
literacy leaning, targeted teacher training and recruitment.