Mbogo, Mary Justice
(2017)
Effect of Pre-primary Experience in Numeracy and Literacy Skills on Primary Schools’ Performance in Mkuranga District.
Masters thesis, The Open University of Tanzania.
Abstract
This study aimed at finding out the effect of pre-primary experience in numeracy and literacy skills on primary school performance in Mkuranga district. Specifically, the study was intended to determine extent to which pupils in Mkuranga have attended pre-primary education, assess the performance differences between pupils who have attended pre-primary education and those who have not attended in terms of numeracy and literacy as well as evaluate their teachers’ perception on the curriculum content coverage between pupils with pre-primary experience and those without. The study used quantitative approaches in which SPSS was used to analyze data. The study found that there is small difference between pupils with pre-primary experience and those without pre-primary experience in terms of their numbers. Where by 55% of the sample students were found to have pre-primary experience and 45% were found to have no pre-primary experience. In addition, pupils with pre-primary experience had high performance chances than those without pre-primary experience in both grade two and four. Furthermore, there is similar gaining between boys and girls with pre-primary experience. Pupils with pre-primary experience are perceived by teachers to have high ability of covering the curriculum than pupils than those without pre-primary experience. The study has concluded that pre-primary education enhances primary educational achievements. It was recommended that pre-primary school education should be encouraged by providing pre-primary educational facilities such as (classrooms, instructional materials, and equipments) needed for the success.
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