| dc.description.abstract | Classroom learning environment is one of the key factors that can be used to unlock the potentials of learners to mastery of concepts in pre-primary learning centres in Kenya. Any learning outcome can be attributed to quality and relevance of the learning environment which can be a reason for any downward trend. In Embakasi Sub-County, majority of learners have relatively reported below average mastery of number activity concepts, implying a need to unlock their potential. To ensure this, Kenya aims at providing a globally competitive and quality education, training and research and this can be achieved by integrating early childhood education into primary education. Various studies have been carried out in Embakasi but they show limited evidence on the influence of classroom learning environment on number activity concepts in pre-primary in Embakasi Sub County. This study sought to investigate the influence of classroom learning environment on pre-primary learners’ mastery of number activity concepts in public pre-primary centres in Embakasi Sub-County, Nairobi County. Specifically, the study sought to establish the influence of instructional resources, classroom physical environment, teacher classroom instructional practices, learners’ characteristics and assessment practices on pre-primary learners’ mastery of number activity concepts. The study was grounded on Lev Vygotsky’s social-cultural theory while concurrent triangulation design within a mixed method approach was adopted. The target population comprised of the 25-public pre-primary centres, 75 pre-primary teachers, 25 centre managers, 3 Sub County ECD Coordinators and 1536 preprimary learners. A sample size of 25 public pre-primary centres, 25 centre managers, 3 Sub County ECD Coordinator and 461 learners were considered for the study. Sampling technique included cluster, simple random and saturation while instrument of the study included questionnaires, interview Schedule observation checklist and documentary analysis. Bartlett’s test for Sphericity were all significant (p .6 for all the subscales of the questionnaire, indicating adequate internal validity. Similarly, Cronbach’s Alpha for each subscale showed p>.05, implying acceptable inter-item consistency reliability and reflecting adequate internal validity of the questionnaire. Descriptive and inferential statistics were used to analyse quantitative data with the aid of Statistical Package for Social Sciences (SPSS) version 26 while qualitative data was analysed thematically. Results show a significant and positive correlation between instructional resources and mastery of number activity concepts (n=61; r=.470; p< 05) positive correlation between assessment methods and mastery of number activity concepts in pre-primary. It was concluded that classroom learning environment play significant role in mastery of number activity concept. The study recommended that public pre-primary centres be equipped with sufficient locally available instructional resources, strengthening of teacher instructional practices by organizing regular in service training and closer supervision of teachers by the ministry of education. | en_US |