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Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya
Subject area: Arts, Social Sciences and Humanities · Area of research: Educational Psychology
Abstract
Early childhood development education (ECDE) serves as the foundation for lifelong learning, with teaching resources playing a critical role in academic achievement outcomes. This study investigated the effectiveness of teaching resources on learners' academic achievements in early childhood education in Busia County, Kenya. Using a descriptive survey design, data were collected from 200 ECDE teachers, 33 head teachers, 6 Sub County Education Officers, and 800 preschool learners across 33 ECDE centers. Results revealed significant gaps in resource availability, with 83% of centers lacking computers/tablets and 58% having inadequate audio-visual materials. Teachers demonstrated strong consensus (Mean > 4.3) on the positive relationship between teaching resources and academic outcomes, with hands-on materials showing the highest impact (Mean = 4.56). Performance analysis revealed variations across subject areas, with Creative Activity showing strongest performance (31.2% excellent) and Science Activity the weakest (18.9% excellent). The study concludes that teaching resource availability significantly influences learners' academic achievements, supporting constructivist learning theory. Educational authorities should prioritize providing adequate teaching resources, particularly modern technologies, to facilitate improved academic outcomes.
Keywords
Teaching Resources, Academic Achievement, Early Childhood Education, Kenya
How to cite this paper
@article{1709714,
author = {Nyangweta Mogiti Delphine, Florence Wanjala, Janet Nabiswa},
title = {Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {1},
pages = {777-781},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1709714.pdf},
abstract = {Early childhood development education (ECDE) serves as the foundation for lifelong learning, with teaching resources playing a critical role in academic achievement outcomes. This study investigated the effectiveness of teaching resources on learners' academic achievements in early childhood education in Busia County, Kenya. Using a descriptive survey design, data were collected from 200 ECDE teachers, 33 head teachers, 6 Sub County Education Officers, and 800 preschool learners across 33 ECDE centers. Results revealed significant gaps in resource availability, with 83% of centers lacking computers/tablets and 58% having inadequate audio-visual materials. Teachers demonstrated strong consensus (Mean > 4.3) on the positive relationship between teaching resources and academic outcomes, with hands-on materials showing the highest impact (Mean = 4.56). Performance analysis revealed variations across subject areas, with Creative Activity showing strongest performance (31.2% excellent) and Science Activity the weakest (18.9% excellent). The study concludes that teaching resource availability significantly influences learners' academic achievements, supporting constructivist learning theory. Educational authorities should prioritize providing adequate teaching resources, particularly modern technologies, to facilitate improved academic outcomes.},
keywords = {Teaching Resources, Academic Achievement, Early Childhood Education, Kenya},
month = {July},
}