Research Article
Relationship Between Instructional Design-Based Guiding Principles and Language Literacy in Pre-Primary Education: Evidence from Southern Nyanza Region, Kenya
Issue:
Volume 14, Issue 4, December 2025
Pages:
93-99
Received:
12 September 2025
Accepted:
30 September 2025
Published:
30 October 2025
DOI:
10.11648/j.ijeedu.20251404.11
Downloads:
Views:
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.
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 co...
Show More
,
Peter Kimanthi Mbaka
