Edinah Jepkemoi1 and Joel Kiboss2
1Email: edinahjepkemoi@gmail.com
2Email: jkiboss@gmail.com
Abstract
The purpose of this study was to investigate the influence of parental involvement through the provision of number work learning resources on children’s numeracy skills acquisition in public pre-primary schools in Molo Division. The study employed cross-sectional survey research design while adopting both quantitative and qualitative approaches. The sample size comprised of one hundred and ninety-eight (198) respondents, which included eighty-four (84) pre-primary school learners, thirty (30) pre-primary school teachers and eighty-four pre-primary school parents (84). The study used random sampling procedure to select respondents to engage in the study. The study collected data using questionnaires for pre-primary school teachers and parents, Focus Group Discussion (FGD) for pre-primary school parents, and interview guides and observation checklists for pre-primary school learners. Supervisors and lecturers in the department of Early Childhood Development Education (ECDE) ascertained the validity of research instruments, while the researchers tested the reliability of the instruments by conducting a pilot study. The researchers analyzed quantitative data using Statistical Package for Social Sciences (SPSS) version 23.0 and presented it in bar graphs, frequency tables, and pie charts. On the other hand, the study used the qualitative tools to observe behaviors and record group discussions as objectively as possible. In observation checklist, the researchers ticked (√) where the skill was present and a crossed (×) where it was not present. To analyze the qualitative data, the researchers identified and refined essential characteristics and concepts and then interpreted directly the observations and put them together to become meaningful information. The findings revealed that parental involvement through provision of number work learning resources contributed positively towards pre-primary school children’s acquisitions of numeracy skills. The analyzed data showed that number work activity books and playing materials, such as toys, help pre-primary school children develop their creativity in school. The study concluded that parents among other stake holders in education ought to provide pre-school learners with various number work learning resources and also explore inexpensive technology, devices and the use of internet, since a balanced approach to education and innovation offers a rich environment for learning numeracy skills.
Keywords: Parental provision, acquisition of numeracy skills, learning resources
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Suggested Citation
Jepkemoi, E. & Kiboss, J. (2020). Influence of Parental Provision of Number Work Learning Resources on the Acquisition of Numeracy Skills among Pre-Primary School Learners in Public Pre-Primary Schools in Molo Division, Kenya. African Research Journal of Education and Social Sciences, 7(1), 2020. Available online at http://arjess.org/education-research/influence-of-parental-provision-of-number-work-learning-resources-on-the-acquisition-of-numeracy-skills-among-pre-primary-school-learners-in-public-pre-primary-schools-in-molo-division.pdf
