Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya

Enidy Chris Boera; Peter Kimanthi Mbaka; John Otieno Ogembo; Hannah Wanjiku Kangara

doi:doi:10.11648/j.ijeedu.20251404.11

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Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya

Enidy Chris Boera^*

, Peter Kimanthi Mbaka

, John Otieno Ogembo

, Hannah Wanjiku Kangara

Published in International Journal of Elementary Education (Volume 14, Issue 4)

Received: 12 September 2025 Accepted: 30 September 2025 Published: 30 October 2025

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Abstract

The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and county directors of Early Childhood Development Education (ECDE) drawn from Nyamira, Kisii, and Homabay Counties. A sample size of 384 respondents was proportionately distributed across the three counties, with 67 from Nyamira, 151 from Kisii, and 166 from Homabay. Simple random sampling was used to select teachers while purposive sampling was employed to select headteachers and county directors. Pilot testing was conducted in Migori County, and the instruments yielded a Cronbach’s alpha coefficient of 0.83, confirming reliability. Data were collected using questionnaires and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 27.0. Hypotheses were tested at α = 0.05 using logistic regression analysis. The findings established that instructional design-based guiding principles had a positive and significant influence on language literacy among pre-primary school learners (P < 0.05). The study concluded that instructional design-based guiding principles enhanced the acquisition of language skills by supporting systematic instructional processes that improved literacy outcomes.

Published in	International Journal of Elementary Education (Volume 14, Issue 4)
DOI	10.11648/j.ijeedu.20251404.11
Page(s)	93-99
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), 2025. Published by Science Publishing Group

Keywords

Instructional Design-Based Guiding Principles, Language Literacy, Pre-Primary Schools, Southern Nyanza Region

References

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[8]	Maiwald, A. (2023). Educating from a distance: Early childhood pedagogy in Germany - Institutional pathways, cognitive values, and current effects in child day care practice. In M. Stock, A. Mitterle, & D. P. Baker (Eds.), How universities transform occupations and work in the 21st century: The academization of German and American economies (International Perspectives on Education and Society, Vol. 47, pp. 101-130). Emerald Publishing Limited. https://doi.org/10.1108/S1479-367920230000047005
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[12]	Reilly, R., Bus, A., & Neuman, S. (Eds.). (2021). Handbook of early literacy research. Guilford Press.
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[14]	Rosales, R. A. (2023). Home-school collaboration: Maximizing resources and efforts to support students' independent learning. International Journal of Multidisciplinary: Applied Business and Education Research, 4(3), 872-896. https://doi.org/10.11594/ijmaber.04.03.22
[15]	Sawyer, B., Manz, P., Martin, K., Hammond, T., & Garrigan, S. (2016). Teachers and parents as partners: Developing a community of practice to support Latino preschool dual language learners. In Family involvement in early education and child care (Advances in Early Education and Day Care, Vol. 20, pp. 159-186). Emerald Group Publishing. https://doi.org/10.1108/S0270-402120160000020014
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APA Style

Boera, E. C., Mbaka, P. K., Ogembo, J. O., Kangara, H. W. (2025). Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya. International Journal of Elementary Education, 14(4), 93-99. https://doi.org/10.11648/j.ijeedu.20251404.11

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ACS Style

Boera, E. C.; Mbaka, P. K.; Ogembo, J. O.; Kangara, H. W. Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya. Int. J. Elem. Educ. 2025, 14(4), 93-99. doi: 10.11648/j.ijeedu.20251404.11

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AMA Style

Boera EC, Mbaka PK, Ogembo JO, Kangara HW. Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya. Int J Elem Educ. 2025;14(4):93-99. doi: 10.11648/j.ijeedu.20251404.11

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@article{10.11648/j.ijeedu.20251404.11,
  author = {Enidy Chris Boera and Peter Kimanthi Mbaka and John Otieno Ogembo and Hannah Wanjiku Kangara},
  title = {Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya
},
  journal = {International Journal of Elementary Education},
  volume = {14},
  number = {4},
  pages = {93-99},
  doi = {10.11648/j.ijeedu.20251404.11},
  url = {https://doi.org/10.11648/j.ijeedu.20251404.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20251404.11},
  abstract = {The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and county directors of Early Childhood Development Education (ECDE) drawn from Nyamira, Kisii, and Homabay Counties. A sample size of 384 respondents was proportionately distributed across the three counties, with 67 from Nyamira, 151 from Kisii, and 166 from Homabay. Simple random sampling was used to select teachers while purposive sampling was employed to select headteachers and county directors. Pilot testing was conducted in Migori County, and the instruments yielded a Cronbach’s alpha coefficient of 0.83, confirming reliability. Data were collected using questionnaires and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 27.0. Hypotheses were tested at α = 0.05 using logistic regression analysis. The findings established that instructional design-based guiding principles had a positive and significant influence on language literacy among pre-primary school learners (P < 0.05). The study concluded that instructional design-based guiding principles enhanced the acquisition of language skills by supporting systematic instructional processes that improved literacy outcomes.
},
 year = {2025}
}

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TY  - JOUR
T1  - Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya

AU  - Enidy Chris Boera
AU  - Peter Kimanthi Mbaka
AU  - John Otieno Ogembo
AU  - Hannah Wanjiku Kangara
Y1  - 2025/10/30
PY  - 2025
N1  - https://doi.org/10.11648/j.ijeedu.20251404.11
DO  - 10.11648/j.ijeedu.20251404.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 93
EP  - 99
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20251404.11
AB  - The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and county directors of Early Childhood Development Education (ECDE) drawn from Nyamira, Kisii, and Homabay Counties. A sample size of 384 respondents was proportionately distributed across the three counties, with 67 from Nyamira, 151 from Kisii, and 166 from Homabay. Simple random sampling was used to select teachers while purposive sampling was employed to select headteachers and county directors. Pilot testing was conducted in Migori County, and the instruments yielded a Cronbach’s alpha coefficient of 0.83, confirming reliability. Data were collected using questionnaires and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 27.0. Hypotheses were tested at α = 0.05 using logistic regression analysis. The findings established that instructional design-based guiding principles had a positive and significant influence on language literacy among pre-primary school learners (P < 0.05). The study concluded that instructional design-based guiding principles enhanced the acquisition of language skills by supporting systematic instructional processes that improved literacy outcomes.

VL  - 14
IS  - 4
ER  -

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Author Information

Enidy Chris Boera

Department of Education, Chuka University, Chuka, Kenya

Contact Email

http://orcid.org/0000-0002-5273-0991
Peter Kimanthi Mbaka

Department of Education, Chuka University, Chuka, Kenya

Contact Email

http://orcid.org/0009-0004-7195-962X
John Otieno Ogembo

Department of Education, Chuka University, Chuka, Kenya

Contact Email

http://orcid.org/0009-0004-3357-6345
Hannah Wanjiku Kangara

Department of Education, Chuka University, Chuka, Kenya

Contact Email

http://orcid.org/0000-0001-8453-7064

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APA Style

Boera, E. C., Mbaka, P. K., Ogembo, J. O., Kangara, H. W. (2025). Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya. International Journal of Elementary Education, 14(4), 93-99. https://doi.org/10.11648/j.ijeedu.20251404.11

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ACS Style

Boera, E. C.; Mbaka, P. K.; Ogembo, J. O.; Kangara, H. W. Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya. Int. J. Elem. Educ. 2025, 14(4), 93-99. doi: 10.11648/j.ijeedu.20251404.11

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AMA Style

Boera EC, Mbaka PK, Ogembo JO, Kangara HW. Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya. Int J Elem Educ. 2025;14(4):93-99. doi: 10.11648/j.ijeedu.20251404.11

Copy | Download

@article{10.11648/j.ijeedu.20251404.11,
  author = {Enidy Chris Boera and Peter Kimanthi Mbaka and John Otieno Ogembo and Hannah Wanjiku Kangara},
  title = {Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya
},
  journal = {International Journal of Elementary Education},
  volume = {14},
  number = {4},
  pages = {93-99},
  doi = {10.11648/j.ijeedu.20251404.11},
  url = {https://doi.org/10.11648/j.ijeedu.20251404.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20251404.11},
  abstract = {The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and county directors of Early Childhood Development Education (ECDE) drawn from Nyamira, Kisii, and Homabay Counties. A sample size of 384 respondents was proportionately distributed across the three counties, with 67 from Nyamira, 151 from Kisii, and 166 from Homabay. Simple random sampling was used to select teachers while purposive sampling was employed to select headteachers and county directors. Pilot testing was conducted in Migori County, and the instruments yielded a Cronbach’s alpha coefficient of 0.83, confirming reliability. Data were collected using questionnaires and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 27.0. Hypotheses were tested at α = 0.05 using logistic regression analysis. The findings established that instructional design-based guiding principles had a positive and significant influence on language literacy among pre-primary school learners (P < 0.05). The study concluded that instructional design-based guiding principles enhanced the acquisition of language skills by supporting systematic instructional processes that improved literacy outcomes.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya

AU  - Enidy Chris Boera
AU  - Peter Kimanthi Mbaka
AU  - John Otieno Ogembo
AU  - Hannah Wanjiku Kangara
Y1  - 2025/10/30
PY  - 2025
N1  - https://doi.org/10.11648/j.ijeedu.20251404.11
DO  - 10.11648/j.ijeedu.20251404.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 93
EP  - 99
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20251404.11
AB  - The purpose of this study was to determine the relationship between instructional design-based guiding principles and language literacy among pre-primary schools in Southern Nyanza Region, Kenya. The study adopted correlational research design. The target population consisted of 9,224 respondents including pre-primary teachers, headteachers, and county directors of Early Childhood Development Education (ECDE) drawn from Nyamira, Kisii, and Homabay Counties. A sample size of 384 respondents was proportionately distributed across the three counties, with 67 from Nyamira, 151 from Kisii, and 166 from Homabay. Simple random sampling was used to select teachers while purposive sampling was employed to select headteachers and county directors. Pilot testing was conducted in Migori County, and the instruments yielded a Cronbach’s alpha coefficient of 0.83, confirming reliability. Data were collected using questionnaires and analyzed with the aid of Statistical Package for Social Sciences (SPSS) version 27.0. Hypotheses were tested at α = 0.05 using logistic regression analysis. The findings established that instructional design-based guiding principles had a positive and significant influence on language literacy among pre-primary school learners (P < 0.05). The study concluded that instructional design-based guiding principles enhanced the acquisition of language skills by supporting systematic instructional processes that improved literacy outcomes.

VL  - 14
IS  - 4
ER  -

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