Abstract
The transition from pre-primary to Grade one need to set proper expectation measures to enhance effective transition. However, Grade one teachers are complaining of poor entry behavior of a learner from preschool. Therefore, this study aimed to assess the influence of selected factors on meeting expectations for the transition of learners from preschool to grade one in Elgeyo Marakwet County, Kenya. The following objective drove the study to establish the influence of learning resources in meeting expectations for the transition from preschool to Grade one. This study employed a survey research design. The study target was 462 Preschools attached to public primary schools in Elgeyo Marakwet. The target population was 1848 participants comprising 462 headteachers, 924 preschool teachers and 462 Grade one teachers. The sample size of the study was 214 schools, 272 preschool and 210 Grade one teachers. The study employed stratified random and simple random sampling. Research instruments used in this study were questionnaires and interview schedules. A pilot study was carried out in 10 randomly selected schools in Uasin Gishu County to ascertain the reliability and validity of research instruments. Qualitative data collected using interviews were analyzed using content analysis. Quantitative data were coded, cleaned and analyzed using Statistical Package for Social Science (SPSS version 26) to generate descriptive and inferential statistics. Descriptive statistics used were frequency, percentage, mean and standard deviation. Analyzed data were presented using tables and reports. It was further established that learning resources positively and significantly affect meeting expectations for the transition from preschool to Grade one in Elgeyo Marakwet county. The study concludes that learning resources has a significant effect on meeting expectations for the transition from preschool. The learning resources such as textbooks and other teaching-learning materials improve children's performance, improving children's participation rates in all subjects. The study recommends that the county government to avail adequate learning resources such as textbooks and other teaching-learning materials to improve children's performance.
Highlights
The transition has a direct impact on young learners' accomplishments in the classroom and successful finalization of primary education period
The respondents were requested to indicate their level of agreement on various statements relating to Learning resources in pre-school used to facilitate transition
Conclusions The study concluded that learning resources has a significant effect on meeting expectation for transition from preschool
Summary
The transition has a direct impact on young learners' accomplishments in the classroom and successful finalization of primary education period. The first preschools established to provide learning services for children who were below five and sprouted in the mid 1950’s These centers at first began as feeding centers in restriction camps and emergency villages between 1952 and 1957 in areas impacted by emergency in central and eastern Kenya during the freedom fighter’s movement war. The transition from pre-primary to Grade one need to set proper expectation to enhance effective transition and ease fear of discontinuities. It is at this stage that Grade one teachers do complain of poor entry behavior of learners as they enter Grade one.
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