The main purpose of the study was to elicit views and perceptions from teachers concerning the teaching of reading in early childhood levels, the
method used was purposeful sampling. Patton (1990) calls it criterion based selection which is the strategy in which particular settings, persons or events are selected deliberately in order to provide important information. Gall (2003) described it as selecting samples that are likely to be information rich. The study used purposive sampling to select the two divisions out of the eight divisions in Nairobi County Westlands and Dagoretti. A total of 260 respondents were selected for the study. Ten schools from each of the two Divisions were randomly selected. Two, Pre- Unit, two Class three teachers and two Heads of Department from each of the 20 schools and ten pre unit pupils from ten schools were purposively selected as indicated in the tables below.
3.4.2 Sample Size
The sample size consisted of 200 pupils, 20 Pre-unit Teachers, 20 Class three teachers, 20 Heads of English Department. Westlands Division representing the best performing Division while Dagoretti represents the lowest performing Division. Stratified random sampling was used to select the 10 schools in Westlands and 10 schools in Dagoretti and 10 pre-unit pupils from each school.
The sample size of 20 schools was considered appropriate due to the intensity of the observation method. The distribution of the sample is shown in Table 3.1 below.
Table 3.1: Sampling Frame
Areas of Study Total number of schools No. of selected schools
Dagoretti Division 65 10 Westlands Division 82 10 Total 147 20
Table 3.2: Sample Size of Heads of Department and Teachers
3.5 Research Instruments
This study employed the use of interview questionnaires and observation guides as its main instruments.
Division HODs Sample size
Dagorreti 65 10 Westlands 82 10 Total 147 20 ECD Teachers Dagorreti 65 20 Westlands 82 20 Total 147 40 Pupils Dagorreti 650 100 Westlands 820 100 Total 1470 200
3.5.1 Questionnaires
These were questions in appendix 11 and 111 to be answered by pre-unit and class three teachers as well as Heads of English Department to obtain demographic information and others related to use of instructional strategies in the teaching of reading. The questionnaire tool was also used to seek information on teachers‟ academic qualification, teaching experience and level of training.
The questionnaires for teachers had three sections. In Section A, teachers provided information about the subjects of the study. This included age, Academic Qualification, Professional Qualification and Work experience. Section B contained items to determine the extent of teaching competencies of the early childhood teachers. Section C brought out orientation towards Reading instructions and Section D contained questions which brought out the challenges faced by teachers in the teaching of reading. Questionnaires for Heads of Department brought out their profile, level of awareness of teaching methods and their role in promotion of reading and their perceived challenges affecting teaching of reading in early childhood classes.
3.5.2 Observation Checklist
Observation checklist was used to enable the researcher observe pupils‟ reading to identify types of reading problems among the pupils and cross- check data given by the teachers. Also observed were resources available in
the classrooms. The researcher observed reading in pre-unit class to establish reading levels and reading problems in the selected classes to enable identify difficulties encountered by the learners at this level and the availability of teaching and learning resources. The observation schedule is presented in the Appendix V. The specific information gathered through observation checklist was the frequencies of resources available and reading miscues among the children.
3.6 Pilot Study
A pilot test was undertaken to test the feasibility of this study. Two schools from the two Divisions were randomly sampled for the pilot-test outside the ten for the actual study. Two regular teachers and two heads of English Department were selected for the pilot test to ensure that the instruments yielded the needed data. Questions were corrected and the questionnaires given to the same respondents. Questions which were vague were rephrased to convey the same meaning to all subjects. Observation of actual reading to randomly selected pupils in pre-unit class to assess the level of reading and types of reading errors made by children.
3.6.1 Validity
The study used the content validity where the researcher checked out whether the items in the tools focused on the research Validity entails the research instrument measuring what it was intended to measure. It refers to the degree
to which results obtained from the analysis of the data actually represent the phenomena under study. Mugenda (2003), states that validity shows how accurately the data obtained in the study represents the variables. Prior to distribution, the instruments were piloted for content, concurrency and validity. Views of teachers from two pilot schools were sought to ensure that valid and reliable instruments were administered. The researcher verivied that all items in the instruments were related to the study and covered all the important areas and objectives of the study. Items that were found not clear were modified or discarded.
3.6.2 Reliability of Instruments
According to Mugenda and Mugenda (1999), reliability is a measure of the degree to which a research instrument yields consistent result of data after repeated tests when administered a number of times. To enhance the reliability of the instruments, the researcher conducted a pilot study in two schools which were not included in the main study. The researcher found that results of the first and the second administration were similar and found the items adequate for measuring the variables. This also ensured that the instruments captured the data required and the respondents were comfortable with the given items.