DETERMINANTS OF THE CHOICE OF TEACHING-LEARNING METHODS IN EARLY CHILDHOOD DEVELOPMENT AND PRIMARY EDUCATION IN MOUNT ELGON SUB-COUNTY, BUNGOMA COUNTY, KENYA

Abstract

International organizations such as UNESCO and UNICEF emphasize the significance of providing high-quality Early Childhood Development (ECD) and Primary Education and care to all children, regardless of their socio-economic background. This study aimed to examine the determinants influencing the choice of teaching-learning methods in ECD and Primary Education, specifically investigating the factors affecting the selection of teaching methods by ECD teachers in Mount Elgon Sub County, Bungoma County. This study was based on the following objectives: to investigate how the competency of school teachers influences the choice of teaching-learning methods; to examine the significance of the ECDE curriculum on the choice of teaching-learning methods in ECDE centers; to find out how learners' levels of cognitive abilities influence the choice of teaching-learning methods; and to establish how school management affects the choice of teaching-learning methods used in ECDE centers in Mount Elgon Sub County. The research was grounded in Gross's Curriculum Implementation Theory and employed a descriptive survey approach utilizing a mixed research design. The target population included 80 Early Childhood Development and Primary Education centers, composed of 66 public centers and 14 private centers. The study specifically focused on 80 head teachers and 100 teachers from ECD centers in Mount Elgon Sub County, Bungoma County, Kenya. Sampling techniques employed included stratified, purposive, and simple random sampling. Data collection utilized a questionnaire, interview guide, and observation checklist. The analysis was conducted using descriptive and inferential statistics, facilitated by SPSS Version 21. Results from the regression analysis demonstrated that the ECD curriculum contributed significantly (27.2%) to the selection of teaching methods employed. The competence of school teachers accounted for 32.3%, the cognitive abilities of learners contributed 22.9%, and school management influenced the choice of teaching-learning methods by 21.6%. The study found a significant correlation between the competence of school teachers and the choice of teaching-learning methods used in ECD centers (β=0.182, p≤0.05). Additionally, a significant correlation was identified between the importance of the curriculum and the choice of teaching-learning methods (β=0.272, p≤0.05). Furthermore, a significant correlation existed between the cognitive abilities of learners and the choice of teaching-learning methods (β=0.229, p≤0.05), as well as between school management and the choice of teaching-learning methods (β=0.216, p≤0.05). The study concluded that effective teaching strategies are essential for fostering student engagement and improving learning outcomes. Emphasizing professional development and resource allocation can enhance teaching practices, ultimately benefiting children's educational experiences and promoting their holistic development. Furthermore, the study revealed concerns regarding the incompetence of ECD teachers in selecting appropriate teaching methods, largely attributed to insufficient training and limited resources. Moreover, it identified the current ECD curriculum as lacking a clear and comprehensive framework to guide the teaching of young children. The study recommends that the Ministry of Education create opportunities for teacher professional development to enhance the quality of ECD teacher preparation through sessional training. In addition, the Ministry of Education, in collaboration with educational institutions, should undertake a comprehensive review of the teacher education curriculum to broaden its scope.