Efficacy of Assessment Strategies in Early Childhood Development Education Curriculum Implementation in Kenya

Abstract

The purpose of this study was to assess the efficacy of assessment strategies in ECDE curriculum implementation. The study objective was to evaluate the effectiveness of the assessment strategies in promoting learners' readiness for primary education. The study was guided by: The curriculum implementation theory by Gross (1971), The Ecological Systems Theory of Bronfenbrenner revised by Guy Evans (2020), and Stufflebeam's CIPP evaluation model (2003) The study adopted a descriptive survey design. The study population comprised CSOs, Section Heads, ECDE centres-in-charge, and teachers. A sample size of 178 respondents was calculated by Yamane’s (1967) formula. Cluster, stratified and simple random sampling was done to apportion individual members of the groups. Data was collected using an interview schedule, questionnaire, and Focus Group Discussions (FGD). Qualitative data was analyzed using content analysis and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and findings presented in pie charts, graphs, and tables. Inferential statistics were done using parametric and non-parametric tests. Linear regression analysis at a 5% significance level was used to test the null hypothesis. P =0.296; hence , the study fails to reject the null hypothesis that selection and utilization of assessment strategies have no statistically significant effect on learners' readiness for primary education. These findings may be used by the County Government in designing, planning, and funding to deliver quality ECD services. The National Government may use them in policy formulation and regulation to ensure effective supervision and management of centers to realize learners' readiness for school. Teachers may find these findings quite informative since it has provided various strategies for effective implementation of the ECDE curriculum to enhance learners' preparedness for school.