| dc.description.abstract | Studies indicate that learners’ participation in the psychomotor activities is limited and that more emphasis is put on the academic-oriented activity areas. The purpose of this study was to establish selected factors influencing the implementation of the learners' psychomotor activities in the pre-primary school curriculum in Vihiga County, Kenya. The objectives of the study were; to find out the influence of the teacher factors, examine the influence of the physical resources, examine the influence of parental participation, and determine the influence of the policy factors on the implementation of the learners' psychomotor activities in the public pre-primary schools in the curriculum in Vihiga County, Kenya. The findings of the study might be useful in informing parents on importance of psychomotor activities in learners’ education, improve the national policies through Ministry of Education of Education and Kenya Institute of Curriculum Development. It might also inform future research on play. The study adopted a mixed method approach specifically a concurrent triangulation research design. The study was anchored on Maria Montessori‘s theory of children‘s play. The target population was 432 that included; 110 head teachers, 110 teachers, 110 parents, and 12 ECDE supervisors. A sample size of 88 that included; 33 head teachers, 33 teachers, 10 parents', and 12 ECDE Sub County supervisors was used for the actual study. The questionnaire schedule was administered to the head teachers and teachers while the focus group discussion guide was used for probing parents and ECDE supervisors. The document analysis and the observation schedule were used to strengthen the findings of the study. The validity and reliability of the instruments were established during the pilot study from the neighboring Sabatia Sub County that was outside the actual study locale. Validity was ensured based on the construct and content validity. The instrument's reliability was ensured through the test-retest technique. An instruments’ reliability coefficient of 0.7 was used for the actual data collection. The qualitative data was analyzed using prose and narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies, means, and percentages, and findings presented in pie charts and tables. The inferential statistics, ANOVA, was used to establish the relationship between the independent and dependent variables. The study ensured the ethical considerations. The results showed a significant difference between teacher factors and the implementation of the learners’ psychomotor activities in the curriculum {F (6, 25) = 2.552, p = .000}. The results showed a significant difference in the means between physical resources implementation of the learners’ psychomotor activities in the curriculum {F (6, 25) = 2.840, p = .000}. The results further showed that there was a significant difference between parental participation and the implementation of the learners’ psychomotor activities in the curriculum {F (6, 25) = 8.661, p = .004}. Finally, the results showed a significant difference between the policy factors and the implementation of the learners’ psychomotor activities in the curriculum {F (6, 25) = 9.983, p = .000}. The study concluded that teacher factors, adequacy of the physical resources, parental participation, and policy factors enhance the implementation of learners' psychomotor activities in public pre-primary school activities. The study recommended that public pre-primary school management improve parental participation and provision of learning materials and equipment in the implementation of the learners’ psychomotor activities in the public pre-primary school curriculum. A study should be conducted on selected factors influencing the implementation of psychomotor activities in private pre-primary schools to corroborate the findings of this study. | en_US |
