Influence of Learning Materials on Preprimary Children’s Performance in Science in Tharaka Nithi County, Kenya

Abstract

The purpose of this study was to examine how the use of learning materials influences pre-primary children’s performance in science in Tharaka Nithi County. Although early science education is widely acknowledged as a foundation for later academic success, questions remain about the sufficiency and proper use of instructional resources in pre-primary classrooms. The research was framed using Brown’s Situated Learning Theory and employed a descriptive survey design. The study population included 240 preschools, 505 teachers, and 5,326 PP2 learners from Meru South, Maara, and Tharaka sub-counties. Stratified sampling was used to select 36 preschools based on geographic location, and purposive sampling was used to select 211 teachers. Data were collected using teacher questionnaires, documentary analysis, and an observation checklist for learners. Instruments were piloted in five preschools outside the study sample. Quantitative data were summarised using frequencies and percentages, and Pearson’s correlation, along with linear regression, was employed to assess the relationship between learning resources and learner achievement. The findings indicated that the use of learning materials had a statistically significant, positive influence on children’s performance in science activities compared with other instructional management practices examined. The study concluded that appropriate selection and effective utilisation of learning materials substantially enhance science learning outcomes in pre-primary education. It recommends increased support from the Ministry of Education to ensure adequate provision and proper use of instructional resources, thereby strengthening early science education and improving long-term academic achievement.