Understanding training facilities and academic performance of trainees in pre-primary teacher training colleges in Kenya

Abstract

Early childhood education is the foundation of basic education in Kenya. However, the low academic performance of early childhood teacher trainees in Kenya has raised concerns among the education stakeholders. The study assessed the relationship between training facilities and academic performance among trainees in pre-primary teacher training colleges in Kisumu County. Constructivism Theory of learning was used to guide the study. The concurrent triangulation design. Target population was 23 registered pre-primary teacher training colleges in Kisumu County comprising of 1150 teacher trainees. Simple random, saturated and purposive sampling was used to obtain a sample size of 345 teacher trainees, 7 Sub county pre-primary coordinators, and 23 college programs officers respectively, making a sample size of 375. Questionnaire was used to collect data from teacher trainees, while interview schedule was used to collect data from programme officers and sub county pre-primary coordinators. Descriptive and inferential statistics were used to analyze quantitative data while thematic analysis was used to analyze qualitative data. Thus, it has been shown that availability of training facilities significantly influences academic performance of learners including pre-school teacher trainees. The study therefore recommends that both the national and county governments should put aside enough financial resources for revamping and furnishing the preschool colleges with the appropriate teaching facilities.