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Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya

Nyangweta Mogiti Delphine Florence Wanjala Janet Nabiswa

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

References

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[2] Bitok, E. C. (2020). The influence of instructional resources in child's early learning outcome in Uasin Gishu County, Kenya. Journal of Research Innovation and Implications in Education, 4(2), 230-240.

[3] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

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[6] García, J. L., Heckman, J. J., Leaf, D. E., & Prados, M. J. (2021). Quantifying the life-cycle benefits of a prototypical early childhood program. Journal of Political Economy, 129(9), 2356-2407.

[7] Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.

[8] Muthanje, K., Khatete, I., & Nabiswa, J. (2020). Instructional materials provision on learners' participation in early childhood development and education in public primary schools in Embu County, Kenya. International Journal of Current Aspects, 4(3), 245-260.

[9] MyTeachingCupboard. (2024). 7 benefits of hands-on learning in early childhood education. Retrieved from https://www.myteachingcupboard.com/blog/benefits-of-hands-on-learning-in-early-childhood-education

[10] Ndijuye, L. G., Mligo, I. R., & Machumu, M. A. M. (2020). Early childhood education in Tanzania: Views and beliefs of stakeholders on its status and development. Global Education Review, 7(3), 22-39.

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[13] Reynolds, A. J., Richardson, B. A., Hayakawa, M., Lease, E. M., Warner-Richter, M., Englund, M. M., & Sullivan, M. (2018). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA, 312(20), 2126-2134.

[14] UNESCO. (2021). Global report on early childhood care and education: Building tomorrow's world. UNESCO Publishing.

How to cite this paper

Nyangweta Mogiti Delphine, Florence Wanjala, Janet Nabiswa "Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya" Iconic Research And Engineering Journals Volume 9 Issue 1 2025 Page 777-781
Nyangweta Mogiti Delphine, Florence Wanjala, Janet Nabiswa "Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya" Iconic Research And Engineering Journals, vol. 9, no. 1, Jul. 2025
Nyangweta Mogiti Delphine, Florence Wanjala, Janet Nabiswa (2025). Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya. Iconic Research And Engineering Journals, 9(1).
Nyangweta Mogiti Delphine, Florence Wanjala, Janet Nabiswa "Teaching Resources and Academic Achievement in Early Childhood Development Education: Evidence from Busia County, Kenya" Iconic Research And Engineering Journals, vol. 9, no. 1, Jul. 2025.
@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},
  }