Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions

Wacuka Mary Wambui; Kangara Hannah Wanjiku; Ogembo John Otieno

doi:doi:10.11648/j.ijeedu.20231201.14

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Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions

Wacuka Mary Wambui, Kangara Hannah Wanjiku, Ogembo John Otieno

Published in International Journal of Elementary Education (Volume 12, Issue 1)

Received: 28 February 2023 Accepted: 21 March 2023 Published: 31 March 2023

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Abstract

Resources play an important role in the instructional process especially among young learners with the need to develop manipulative skills. In emerging economies such as Kenya where lack of adequate financial resources especially among public institutions limit provision of sufficient resources, teachers have been advised to improvise in order to compliment for the inadequacies. Limited empirical literature on the extent as well as the relationship between use of improvised instructional resources limits a discourse on efficacy of use of such resources especially in the instruction of literacy. The purpose of this study was therefore to establish the relationship between improvised instructional resources and teaching of Early Childhood Development and Education (ECDE) literacy skills. The study adopted descriptive survey research design. A census survey was conducted to collect data from 130 ECDE teachers using questionnaires and classroom observation. Descriptive and inferential statistics were used to analyze quantitative data with the aid of SPSS version 25.0 while qualitative data was analyzed thematically. Findings indicated that most learners were aided to interact freely with improvised instructional resources (IIR), the most accessible IIR being visual aids such as charts and flash cards. Regression results (t=10.511, p<0.001) indicated a significant positive relationship between IIR and teaching of literacy skills. The study therefore recommends that ECDE teachers utilize a variety of IIR during teaching and learning of literacy skills to provide multi-sensory learning experiences to the young leaners.

Published in	International Journal of Elementary Education (Volume 12, Issue 1)
DOI	10.11648/j.ijeedu.20231201.14
Page(s)	24-31
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Literacy Skills, Improvised Instructional Resources, Early Childhood Development and Education

References

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APA Style

Wacuka Mary Wambui, Kangara Hannah Wanjiku, Ogembo John Otieno. (2023). Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions. International Journal of Elementary Education, 12(1), 24-31. https://doi.org/10.11648/j.ijeedu.20231201.14

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ACS Style

Wacuka Mary Wambui; Kangara Hannah Wanjiku; Ogembo John Otieno. Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions. Int. J. Elem. Educ. 2023, 12(1), 24-31. doi: 10.11648/j.ijeedu.20231201.14

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AMA Style

Wacuka Mary Wambui, Kangara Hannah Wanjiku, Ogembo John Otieno. Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions. Int J Elem Educ. 2023;12(1):24-31. doi: 10.11648/j.ijeedu.20231201.14

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@article{10.11648/j.ijeedu.20231201.14,
  author = {Wacuka Mary Wambui and Kangara Hannah Wanjiku and Ogembo John Otieno},
  title = {Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {1},
  pages = {24-31},
  doi = {10.11648/j.ijeedu.20231201.14},
  url = {https://doi.org/10.11648/j.ijeedu.20231201.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231201.14},
  abstract = {Resources play an important role in the instructional process especially among young learners with the need to develop manipulative skills. In emerging economies such as Kenya where lack of adequate financial resources especially among public institutions limit provision of sufficient resources, teachers have been advised to improvise in order to compliment for the inadequacies. Limited empirical literature on the extent as well as the relationship between use of improvised instructional resources limits a discourse on efficacy of use of such resources especially in the instruction of literacy. The purpose of this study was therefore to establish the relationship between improvised instructional resources and teaching of Early Childhood Development and Education (ECDE) literacy skills. The study adopted descriptive survey research design. A census survey was conducted to collect data from 130 ECDE teachers using questionnaires and classroom observation. Descriptive and inferential statistics were used to analyze quantitative data with the aid of SPSS version 25.0 while qualitative data was analyzed thematically. Findings indicated that most learners were aided to interact freely with improvised instructional resources (IIR), the most accessible IIR being visual aids such as charts and flash cards. Regression results (t=10.511, p<0.001) indicated a significant positive relationship between IIR and teaching of literacy skills. The study therefore recommends that ECDE teachers utilize a variety of IIR during teaching and learning of literacy skills to provide multi-sensory learning experiences to the young leaners.},
 year = {2023}
}

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TY  - JOUR
T1  - Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions
AU  - Wacuka Mary Wambui
AU  - Kangara Hannah Wanjiku
AU  - Ogembo John Otieno
Y1  - 2023/03/31
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231201.14
DO  - 10.11648/j.ijeedu.20231201.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 24
EP  - 31
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231201.14
AB  - Resources play an important role in the instructional process especially among young learners with the need to develop manipulative skills. In emerging economies such as Kenya where lack of adequate financial resources especially among public institutions limit provision of sufficient resources, teachers have been advised to improvise in order to compliment for the inadequacies. Limited empirical literature on the extent as well as the relationship between use of improvised instructional resources limits a discourse on efficacy of use of such resources especially in the instruction of literacy. The purpose of this study was therefore to establish the relationship between improvised instructional resources and teaching of Early Childhood Development and Education (ECDE) literacy skills. The study adopted descriptive survey research design. A census survey was conducted to collect data from 130 ECDE teachers using questionnaires and classroom observation. Descriptive and inferential statistics were used to analyze quantitative data with the aid of SPSS version 25.0 while qualitative data was analyzed thematically. Findings indicated that most learners were aided to interact freely with improvised instructional resources (IIR), the most accessible IIR being visual aids such as charts and flash cards. Regression results (t=10.511, p<0.001) indicated a significant positive relationship between IIR and teaching of literacy skills. The study therefore recommends that ECDE teachers utilize a variety of IIR during teaching and learning of literacy skills to provide multi-sensory learning experiences to the young leaners.
VL  - 12
IS  - 1
ER  -

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Author Information

Wacuka Mary Wambui

Department of Education, Chuka University, Chuka, Kenya
Kangara Hannah Wanjiku

Department of Education, Chuka University, Chuka, Kenya
Ogembo John Otieno

Department of Education, Chuka University, Chuka, Kenya

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APA Style

Wacuka Mary Wambui, Kangara Hannah Wanjiku, Ogembo John Otieno. (2023). Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions. International Journal of Elementary Education, 12(1), 24-31. https://doi.org/10.11648/j.ijeedu.20231201.14

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ACS Style

Wacuka Mary Wambui; Kangara Hannah Wanjiku; Ogembo John Otieno. Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions. Int. J. Elem. Educ. 2023, 12(1), 24-31. doi: 10.11648/j.ijeedu.20231201.14

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AMA Style

Wacuka Mary Wambui, Kangara Hannah Wanjiku, Ogembo John Otieno. Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions. Int J Elem Educ. 2023;12(1):24-31. doi: 10.11648/j.ijeedu.20231201.14

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@article{10.11648/j.ijeedu.20231201.14,
  author = {Wacuka Mary Wambui and Kangara Hannah Wanjiku and Ogembo John Otieno},
  title = {Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {1},
  pages = {24-31},
  doi = {10.11648/j.ijeedu.20231201.14},
  url = {https://doi.org/10.11648/j.ijeedu.20231201.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231201.14},
  abstract = {Resources play an important role in the instructional process especially among young learners with the need to develop manipulative skills. In emerging economies such as Kenya where lack of adequate financial resources especially among public institutions limit provision of sufficient resources, teachers have been advised to improvise in order to compliment for the inadequacies. Limited empirical literature on the extent as well as the relationship between use of improvised instructional resources limits a discourse on efficacy of use of such resources especially in the instruction of literacy. The purpose of this study was therefore to establish the relationship between improvised instructional resources and teaching of Early Childhood Development and Education (ECDE) literacy skills. The study adopted descriptive survey research design. A census survey was conducted to collect data from 130 ECDE teachers using questionnaires and classroom observation. Descriptive and inferential statistics were used to analyze quantitative data with the aid of SPSS version 25.0 while qualitative data was analyzed thematically. Findings indicated that most learners were aided to interact freely with improvised instructional resources (IIR), the most accessible IIR being visual aids such as charts and flash cards. Regression results (t=10.511, p<0.001) indicated a significant positive relationship between IIR and teaching of literacy skills. The study therefore recommends that ECDE teachers utilize a variety of IIR during teaching and learning of literacy skills to provide multi-sensory learning experiences to the young leaners.},
 year = {2023}
}

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TY  - JOUR
T1  - Relationship Between Improvised Instructional Resources and Teaching of Literacy Skills Among Early Childhood Development and Education Learners in Public Institutions
AU  - Wacuka Mary Wambui
AU  - Kangara Hannah Wanjiku
AU  - Ogembo John Otieno
Y1  - 2023/03/31
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231201.14
DO  - 10.11648/j.ijeedu.20231201.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 24
EP  - 31
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231201.14
AB  - Resources play an important role in the instructional process especially among young learners with the need to develop manipulative skills. In emerging economies such as Kenya where lack of adequate financial resources especially among public institutions limit provision of sufficient resources, teachers have been advised to improvise in order to compliment for the inadequacies. Limited empirical literature on the extent as well as the relationship between use of improvised instructional resources limits a discourse on efficacy of use of such resources especially in the instruction of literacy. The purpose of this study was therefore to establish the relationship between improvised instructional resources and teaching of Early Childhood Development and Education (ECDE) literacy skills. The study adopted descriptive survey research design. A census survey was conducted to collect data from 130 ECDE teachers using questionnaires and classroom observation. Descriptive and inferential statistics were used to analyze quantitative data with the aid of SPSS version 25.0 while qualitative data was analyzed thematically. Findings indicated that most learners were aided to interact freely with improvised instructional resources (IIR), the most accessible IIR being visual aids such as charts and flash cards. Regression results (t=10.511, p<0.001) indicated a significant positive relationship between IIR and teaching of literacy skills. The study therefore recommends that ECDE teachers utilize a variety of IIR during teaching and learning of literacy skills to provide multi-sensory learning experiences to the young leaners.
VL  - 12
IS  - 1
ER  -

Copy | Download