The relationship between classroom interaction and performance of children in Science in pre-primary schools in Tharaka Nithi County, Kenya

Abstract

The purpose of this study was to establish if classroom interaction has any relationship with preschool learners’ performance in science activity areas. A solid science foundation at an early age of children can predict their performance in sciences at a later stage of primary and secondary levels of education. From the preschool level, children's interests, attitudes, and learning outcomes are, to a large extent, determined by the teaching methods teachers apply. A descriptive research design was applied as the researcher collected data. The target population for this study was 240 preschools, 505 teachers and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru South, Maara and Tharaka) of Tharaka Nithi County. Data was collected using questionnaires for teachers, documentary analysis and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. The study established that the classroom interaction used by preschool teachers had an influence on the learners' performance in science activities. The ability of the teachers to identify the learners' learning needs and the teaching methods that can best handle the topic were found to be crucial in science instruction. The study recommends that the Ministry of Education, through the Kenya Institute of Curriculum Development, should review the current classroom interaction for preschools and modify them to fit specific topics. The methods should then be taught to teachers through in-service training to keep them versed in the current classroom interaction.