flashcards, display of flashcards. It also outlined the theories that the study was grounded to and

57 Pages·2014·0.69 MB·English

IMPACT OF FLASHCARDS ON PRESCHOOL LEARNERS’ ACQUISITION
OF ENGLISH LANGUAGE PRE-READING SKILLS IN KAPKESOSIO ZONE,
BOMET COUNTY

CHELIMO MARGARET

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF BACHELOR OF EDUCATION IN
EARLY CHILDHOOD EDUCATION IN THE DEPARTMENT OF
EDUCATIONAL, COMMUNICATION AND TECHNOLOGY.

UNIVERSITY OF NAIROBI
2014

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DECLARATION
This is my original work and has not been presented for any academic award in any
other institution.

Chelimo Margaret
E45/3352/2010
Signature…………………………
Date ………………………………

This research project has been submitted for examination with my approval as the
University Supervisor
Mrs. Kazungu
Signature ………………………
Date ………………………………
Department of Education Communication and Technology
University of Nairobi
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Table of contents
DECLARATION ..................................................................................................................... 3
List of tables ....................................................................................................................... 8
List of abbreviations and acronyms...................................................................................... 9
ABSTRACT .......................................................................................................................... 10
CHAPTER ONE .................................................................................................................... 11
1.1 INTRODUCTION ............................................................................................................11
1.2 Background of the study ...................................................................................................11
1.3 Statement of the study ......................................................................................................15
1.4 Purpose of the study..........................................................................................................17
1.5 Research objectives ..........................................................................................................17
1.6 Research questions ...........................................................................................................17
1.7 Significance of the study...................................................................................................18
1.8 Limitation of the study ......................................................................................................18
1.9 Delimitation of the study ..................................................................................................18
1.10 Basic assumptions of the study .......................................................................................19
1.11 Definition of key word ....................................................................................................19
1.12 Organization of the study ................................................................................................20
CHAPTER TWO: LITERATURE REVIEW .................................................................................. 21
2.1 Introduction ......................................................................................................................21
2.2 Teaching pre-reading skills ...............................................................................................21
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2.3 How flashcards are used to teach pre-reading activity skills and how they are displayed. 23
2.4 Types and attractiveness of flashcards and learners acquisition of pre-reading skills .......24
2.5 Teacher’s characteristics in preparation of flashcards and teaching of pre-reading skills .25
2.6 Theoretical framework. .....................................................................................................27
Psycholinguistic model of reading ......................................................................................27
Schema theory ....................................................................................................................27
conceptual framework………………………………………………………………………………………………...30
CHAPTER THREE: METHODOLOGY ...................................................................................... 30
3.1 Introduction ......................................................................................................................30
3.2 Research design ................................................................................................................30
3.3 Target population ..............................................................................................................30
3.4 Sampling procedures and sample size ...............................................................................30
3.5 Research instruments ........................................................................................................31
3.5.1 Questionnaire .................................................................................................................31
3.5.2 Observation....................................................................................................................32
3.5.3 Test administered to preschool children .........................................................................32
3.6 Validity and reliability of research instruments ................................................................33
3.6.1 Validity ......................................................................................................................33
3.6.2 Reliability ......................................................................................................................33
3.7 Procedure for data collection ............................................................................................33
3.8 Data analysis .....................................................................................................................34
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3.9 Ethical concerns ................................................................................................................34
CHAPTER 4 ......................................................................................................................... 35
4.1 FINDINGS AND DISCUSSIONS ....................................................................................35
4.2 Analyses of data from questionnaires ...................................Error! Bookmark not defined.
4.2.1 Gender of the respondents .............................................Error! Bookmark not defined.
Table 2. Distribution by gender of pre-school teacher ............................................................35
4.2.2 Age of the respondents ......................................................Error! Bookmark not defined.
Table 3. Distribution by age bracket ...........................................Error! Bookmark not defined.
4.2.3 Level of qualification of the respondents .......................................................................37
4.2.4 Distribution by years of teaching experience .....................Error! Bookmark not defined.
4.3Data analysies on impact of flashcards on preschool learners’ acquisition of pre-reading
skills .......................................................................................................................................39
4.3.1 Distribution by availability of flashcards .......................Error! Bookmark not defined.
4.3.3 Distribution types of flashcard in the preschool .............................................................39
4.4 Analyses of data on display of flashcards .........................................................................40
4.4.1 Reading corner ...............................................................................................................41
4.4.2 Shelves...........................................................................................................................41
4.4.3 Class walls .....................................................................................................................42
4.4.4 Ceiling board .................................................................................................................42
4.5 Analysis of data from the observation guideline ...............................................................43
4.5.1 Distribution by opportunity to interact with flashcards during pre-reading lesson .........43
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4.5.2Distribution by the time when the flashcards are used during a pre-reading lesson ........44
4.6 Analyses of data from the test administered to preschool learners ....................................45
CHAPTER 5 ......................................................................................................................... 46
5.1 INTRODUCTION ............................................................................................................46
5.2 Summary ..........................................................................................................................46
5.3 Conclusion ........................................................................................................................46
5.4 Recommendation ..............................................................................................................47
5.5 Suggestions for further research .......................................................................................47
REFERENCES....................................................................................................................... 48
APPENDICES....................................................................................................................... 51
Appendix 1: ............................................................................................................................51
Observation guideline .............................................................................................................55
Test administered to the child .................................................................................................57

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List of tables
Table 1.1 Language skills and instructional material used
Table 4.1- distribution by gender of the respondents
Table 4.2 distribution by age of the respondents
Table 4.3 ears of teaching experience
Table 4.4- level of qualification of the respondents
Table 4.5 distribution by availability of flashcards
Table 4.6 types of flashcards in preschools
Table 4.7 lashcards displayed in the reading corner
Table 4.8 -types of cards displayed in the shelves
Table 4.9 types of flashcards displayed in the class walls
Table 4.10 ypes of flashcards displayed in the ceiling board
Table 4.11 istribution by opportunity to interact with the flashcards
Table 13- time when flashcards are used during a pre-reading lesson
Table 14- analyses of data from test administered to preschool learners.

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List of abbreviations and acronyms
ECE - Early childhood education
ECDE -Early childhood development education
KICD -Kenya institute of curriculum Development
MoEST -Ministry of education science and technology.
NACECE -National centre for early childhood education.
UWESO - Ugandan Women’s Effort to Save Orphans

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ABSTRACT
The purpose of the study was to establish the impact of flashcards on pre-school
learner’s acquisition of English pre-reading skills in Kapkesosio zone, Bomet County.
The objectives of the study were; to establish if types of flashcards influence acquisition
of pre-reading skills, to determine if frequency of using flashcards influence preschool
learners acquisition of pre-reading skills and to establish if display of flashcards
influence learners’ acquisition of pre-reading skills. The literature review outlines
importance of teaching pre-reading skills, types of flashcards and frequency of using the
flashcards, display of flashcards. It also outlined the theories that the study was
grounded to and the conceptual framework which shows the relationship of the variables
of the study. The target population comprised of 15 preschool teachers from 8
preschools; 7 public and one private preschool and preschool children. The researcher
used simple random sampling method to get the schools to participate in the study. The
sample which comprised of 15 preschool teachers and 106 preschool children enhanced
easy management of data as a representative of the whole zone and to draw conclusions
from the information gathered. A case study research design was used to conduct the
study. Eight pre-schools were sampled using simple random sampling techniques and

the researcher administered questionnaires to 15 teachers, the researcher observed a pre-
reading lesson and filled in the observation schedule to them. The questionnaire
consisted of open and closed ended questions. The researcher also sampled preschool
children to participate in the test administered to them to use in calculating the school
average score. The data collected was analyzed using frequencies and percentages and
presented in bar graphs, pie charts and tabular form. The study found out that those pre-
school children who used different types of flashcards while learning pre-reading skills
had their acquisition of English pre-reading skills reinforced. It was concluded that
teachers who used different types of flashcards improved the learners acquisition of
English pre-reading skills .The study recommended further research on impact of
flashcards on development of preschool learners vocabulary and teacher creativity in
development of flashcards.

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