http://41.89.164.27:8080/xmlui/handle/123456789/394 2026-04-09T02:27:15Z http://41.89.164.27:8080/xmlui/handle/123456789/2574 EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA KIBET, MERCY JEPKOSGEI Learner-centered instruction is a teaching approach that prioritizes the interests, needs, and abilities of the learners. Unlike traditional instructional methods, which are often teacher centered and lecture-based, learner-centered instruction encourages active learning, interaction, and critical thinking. The purpose of this study was to evaluate the effectiveness of learner-centered instructional strategies in enhancing the achievement of communication and collaboration skills in Kiswahili language among junior school learners. The study was guided by the following objectives: To establish how teachers implement learner-centered instructional strategies in Kiswahili language classes. To assess the perceptions of teachers and learners on the effectiveness of learner-centered instruction in enhancing communication skills. To determine the extent to which learner-centered instruction influence learners’ collaboration skills. Lastly, to determine the influence of learner-centered instruction on learners’ overall academic performance in Kiswahili language classes. This research is based on the Constructivist Theory postulated by Jean Piaget and Lev Vygotsky with the main teaching that knowledge is actively created by learners through interaction with their environment. The study used an explanatory sequential mixed-research design. The Study used both probability and non-probability sampling designs. Stratified sampling design was used to samples schools in Nandi north Sub County. Purposive sampling was used in selection of the learners and Teachers of Kiswahili. The sample size was 112 teachers of Kiswahili languages and 390 learners in grades 7, 8 and 9 drawn from public junior schools. The study used questionnaires, observation check list and document analysis guide in data collection. Pilot study was conducted in Mosop sub county. Data was analyzed using SPSS version 29 and excel, quantitative findings were presented in tables and figures. Observations were thematically analyzed and presented in narratives. The study adhered to research ethics. The findings of the study indicated that more than average number of teachers often incorporated group discussions into their lessons. Also, the study found that both teachers and learners had a positive view of learner-centered instructional strategies. Teachers strongly supported the use of group discussions, interactive teaching and learner presentations. Learner-centered instruction significantly enhanced learners' collaboration skills and had a positive effect on their academic performance. The study concluded that although group work and discussions were employed, they were not consistently applied across all lessons, indicating a moderate integration of learner-centered strategies. Additionally, formative assessments are underutilized, yet both teachers and learners strongly support learnercentered strategies; particularly group discussions, interactive teaching, and learner presentations, which they believe enhance engagement, communication skills, and academic performance. The study recommends enhancing professional development programs by incorporating structured retooling sessions. These sessions should aim to equip teachers with practical skills for implementing learner-centered strategies such as formative assessments, differentiation techniques, and collaborative learning models. Retooling efforts should be continuous, context-specific, and responsive to the distinct challenges faced by teachers in both urban and rural school environments. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2573 TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA WAMOKHELA, CATHERINE NEKESA This study aimed to examine teacher preparedness in teaching Kiswahili under a competency-based Education in public junior schools of Uasin Gishu County. The following objectives guided the study; to establish the competency of teachers of Kiswahili in teaching Kiswahili under the CBE, assess the availability of teaching and learning resources for teaching Kiswahili, to examine teachers’ perception toward teaching Kiswahili under CBE, and to determine the effect of teacher professional development on effective teaching of Kiswahili in junior schools. The study adopted Concerns- Based Adoption Model (CBAM) by Hall and Hord (2015) which places emphasis on addressing educators concerns at various stages of curriculum implementation. A descriptive survey research design was used to guide the study. The target population included 449 public junior schools, 416 teachers of Kiswahili in junior schools, and 449 head teachers in public junior schools in Uasin Gishu. Krejcie and Morgan's sample size calculation formulae were employed to obtain a sample of 207 teachers of Kiswahili. Purposive sampling was employed to select 15 head teachers to participate in the study. Data was collected using questionnaires, interview guides, and a document analysis guide. Piloting of research instruments was done in two selected schools in Kakamega County. Quantitative data was analyzed using descriptive statistics, which involved frequencies and percentages; inferential statistics included Pearson and regression analyses. This was done using the Statistical Package for Social Sciences (SPSS) version 26, and results were presented using tables, pie charts, and bar graphs. Qualitative data was analyzed thematically in line with the objectives of the study. The study's findings revealed significant challenges in implementing the Competency-Based Curriculum (CBE) for Kiswahili instruction in junior schools. The study also established a substantial gap in teacher preparedness and competence, with most teachers feeling that their knowledge and skills do not align with the demands of the new curriculum. This is further exacerbated by a lack of adequate teaching and learning resources and mixed perceptions among teachers regarding the effectiveness and inclusivity of the CBE approach in teaching Kiswahili. Additionally, the study identified significant shortcomings in the professional development opportunities provided to teachers, with many expressing dissatisfactions with the relevance and effectiveness of the training programs in supporting their implementation of Kiswahili under CBE. The study recommended that comprehensive interventions be implemented to address these challenges and ensure the practical instruction and successful implementation of the competency-based curriculum. The findings of the study will be helpful to policymakers on how to improve the teaching of Kiswahili and inform curriculum developers about the specific needs and challenges faced by teachers of Kiswahili in junior schools. It will also provide insights into areas where teachers might need additional training on professional development under CBE. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2401 PARENTAL ENGAGEMENT STRATEGIES ON ACADEMIC PERFORMANCE OF PUPILS IN EARLY YEARS EDUCATION: A CASE OF SELECTED PRE-PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA JERUTO, FANCY Children's holistic growth and development are solely dependent on the engagement of their parents and caregivers in providing appropriate nourishment. Basically, parents’ engagement in their children’s learning process offers many opportunities for success. Therefore, the goal of this study was to evaluate how parental engagement tactics affected the academic performance of children in Kakamega County, Kenya's preprimary schools. The objectives of the study were; to determine the influence of parental roles on academic performance of pupils in pre-primary schools; to establish the effect of parents’ decision making activities on academic performance of pupils in preprimary schools; to assess the influence of parent –school communication and collaboration on academic performance of pre-primary school pupils; to examine the effect of parents’ volunteering and resourcing activities on pre-primary school pupil’s academic performance. This study was founded on the pragmatic philosophical research paradigm and applied a mixed methods research design. The theory that underpinned this study was the Epstein theory of topology on parental engagement. The field of parental engagement is wide but this study confined itself to four strategies of parental engagement on academic performance of pupils in public pre-primary schools hence the results may not reflect other levels of education in the selected county and other counties with different topographic features. The study was based on the assumptions that the respondents had knowledge on issues concerning the parental engagement in preprimary schools in Kakamega County and they responded truthfully. A total of 120 head teachers, 120 teachers, and 120 parents were chosen using census, systematics, and convenience selection, respectively, to provide a sample size of 360 for the study using 30% of the target population. Parents' information was gathered through interviews using interview guides, while particular papers held by teachers were examined. Data from head teachers and pre-primary school teachers was gathered through questionnaires. Thematic analysis was done along the study objectives and story presentations were made with the qualitative data. Quantitative data were inferentially analyzed using Pearson's correlation coefficient and simple linear regression to test the null hypotheses. These analyses were carried out with the help of the Statistical Packages for Social Science (SPSS 23). The most appropriate approach was linear regression because both the outcome and the predictor variables were measured on an interval scale. The results showed that parental roles, decision-making, communication collaboration, and volunteering and resourcing all had substantial positive connections. Regression analysis indicated significant prediction effects of parenting, decision-making, communication collaboration and volunteering and resourcing on academic performance. The study found that parental engagement affects students' academic performance in school and suggests that teachers and parents should be properly sensitized to, monitored for, and evaluated with regard to the Ministry of Education's guidelines on parental empowerment and engagement. The results and recommendations will provide insight to all education stakeholders and policymakers on how to improve parental engagement in learning institution. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2394 ANTECEDENTS OF IMPLEMENTATION OF ADVANCED MEDIA RESOURCES IN INSTRUCTION IN EARLY CHILDHOOD AND PRIMARY EDUCATION IN KENYA. A CASE OF AINABKOI SUB-COUNTY, UASIN GISHU COUNTY ONYANCHA, SUSAN M. Educational Media has gained popularity in the instructional process due to the abstract nature of academic concepts'. Although much has been done to improve the Early Childhood Development Education Programme in Kenya, it is still not clear what factors determine the implementation of advanced Media Resources in instruction in Early childhood and Primary Education. This study aimed to establish the antecedents of the implementation of advanced media resources in instruction in Early Childhood and Primary Education in the Ainabkoi Sub-county of Uasin Gishu County, Kenya. This study focused on the following research objectives: to determine the influence of teacher knowledge in the implementation of advanced media resources: to investigate the effect of teacher skill on the implementation of advanced media resources in instruction: to explore the effect of class size on implementation of advanced media resources in instruction: to analyze the effect of technological infrastructure on implementation of advanced media resources in instruction: and to examine the effect of teacher attitude on implementation of advanced media resources in instruction: The study employed the pragmatic research philosophy that set the framework for a mixed methods research design. The study was anchored on the Technology Acceptance Model (TAM). This research targeted early childhood education teachers handling, PP1 and PP2, Grade1-3 ECDE levels and head teachers. The size was 267 teachers, out of whom 236 returned completed questionnaires and 18 head teachers out of whom 11 were available for interviews. Respondents were sampled through stratified and simple random sampling techniques. A semi-structured questionnaire that allowed for quantitative and qualitative nuances was used to collect data. Data analysis was facilitated by the Statistical Package for Social Sciences (SPSS Ver. 24) for quantitative data and Nvivo 14 for qualitative data and involved descriptive and inferential statistics embedded with thematic analysis and field observation. Results revealed that class size influenced media use, affecting engagement and interactions. Technological infrastructure lacked uniformity, with training gaps and resource limitations. Teachers held mixed attitudes about the media's impact, acknowledging benefits while expressing concerns. Regression results confirmed that teacher knowledge (β= 0.147, p<0.05), teacher skills (β=0.254, p<0.05); technological infrastructure (β=0.148, p<0.05) teacher attitude (β=0.194, p<0.05); and class size (β=0.145, p<0.05) were significant antecedents of implementation of advanced media resources in early childhood and primary education in the Ainabkoi Sub-county. In conclusion, this study emphasized the significance of teacher knowledge, skills, attitudes, class size, and technological infrastructure in successfully implementing advanced media resources in early childhood and primary education in the Ainabkoi Sub-county. Policy efforts should address resource limitations and enhance infrastructure to foster widespread advanced media adoption. Future research should prioritize tailored professional development for teachers to bridge knowledge gaps and enhance confidence in using advanced media resources. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2391 INFLUENCE OF MULTIMEDIA ON TEACHING AND LEARNING BUSINESS STUDIES IN PUBLIC SECONDARY SCHOOLS IN AINABKOI SUB-COUNTY, KENYA. Tuei, JOYCE CHEPKIRUI The effective teaching of business studies relies on equipping students with entrepreneurial mindsets and catalyzing economic prosperity, growth and development. Despite the importance of business studies, less efforts have been made to ensure success in its delivery to students in secondary schools and consequently use it in real life after school for selfemployment. Besides, the challenges confronting the educational system on the transformation of teaching and learning processes into the ability to function effectively in their various trades calling for the use of multimedia in teaching. Therefore, the current study was designed to explore the influence of multimedia on the teaching of Business Studies in secondary schools in Ainabkoi Sub-County, Kenya. Pursuant to this, the study objectives were to; determine the influence of multimedia presentation on effective teaching and learning business studies in secondary schools in Ainabkoi Sub- County, Kenya, examine the influence of multimedia technology acceptance on effective teaching and learning business studies in secondary schools in Ainabkoi Sub- County, Kenya, Kenya, and investigate the influence of multimedia teaching material on enhancing student understanding of business studies in secondary schools in Ainabkoi Sub- County, Kenya. This study relied on the cognitive theory of learning and technology acceptance model theory has been included while using multimedia. The study adopted a descriptive survey research design. Samples were drawn from teachers and learners taking business studies in forms 3 and 4, principals across, public secondary schools in Ainabkoi Sub- County, Kenya. The target population was 66 respondents. Purposive sampling and census was used for teachers and principals while stratified and simple random sampling techniques were used for learners. A sample size of 335 learners of Business Studies in forms three and four were drawn from a total population by using Krejcie and Morgan table plus 52 teachers and 24 principals. Data was collected by use of questionnaires, interview schedule and an observation checklist. Pilot survey of the study instrument was conducted in two public secondary schools within Kesses Sub-County to test for validity and reliability of the research instruments. The internal consistency of the instrument was above the required threshold of Cronbach's alpha of 0.7 hence all the items were retained. Data was analyzed by use of both inferential and descriptive statistics using SPSS version 26. From the findings multimedia presentation improves understanding of business studies concepts. When public secondary schools enhance multimedia technology acceptance amongst teachers and students, the teaching and learning of business studies stands to improve. Additionally, the adequacy of multimedia teaching material has the capacity to improve the teaching and learning of business studies. Arising from the findings, the study concluded that by implementing multimedia in teaching, the understanding of businesses studies stands to improve in secondary schools. Public secondary schools should embrace multimedia teaching for educational quality in the field of business studies. The findings and recommendations of this study would be of great importance to government policy makers to support use of use of multimedia in teaching of Business Studies. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2301 ASSESSING THE INFLUENCE OF MOTHER TONGUE INTERFERENCE ON ENGLISH WRITING PROFICIENCY IN PUBLIC DAY SECONDARY SCHOOLS, NYAMIRA NORTH SUB-COUNTY, NYAMIRA COUNTY, KENYA MABEYA, SR. MARY THEODORAH Mother tongue interference makes it difficult for learners to develop English writing abilities, particularly when the home language has a grammar structure that is very different from English. Many pupils whose first language is not English tend to write with frequent faults in grammar. The purpose of this study was to evaluate how students' mother tongues affected their English writing skills at public day secondary schools in Kenya's Nyamira North Sub County. The specific goals were to determine the main ways that mother tongue interferes with writing abilities, examine the ways in which mother tongue influences different types of writing errors, assess the difficulties that arise when teaching writing skills, and recommend methods for raising students' writing proficiency in English. The study was based on Krashen's (1981) Second Language Acquisition Theory, which emphasizes cognitive and contextual elements that influence language competency when focusing on how people learn a second language. The study employed a convergent mixed methods research technique, integrating the collection of qualitative and quantitative data. 1,381 Form III students from 32 public day secondary schools, 32 administrators, and 72 English teachers made up the target group. Using stratified and basic random sampling techniques, a sample of 59 English teachers, 18 principals, and 302 pupils was chosen, with the inclusion of school principals automatically. Principal interview guides and teacher and student surveys were among the tools used to collect data. Before being used, the instruments underwent reliability testing and validation. Both qualitative and quantitative methods were used in the data analysis process. While thematic content analysis was used to assess qualitative data from interviews, quantitative data was analyzed using SPSS to produce descriptive and inferential statistics. The results showed that pupils' writing abilities in English are considerably impacted by mother tongue interference. The tendency of pupils to translate directly from their home tongues, the use of Sheng or Kiswahili, and the blending of native vocabulary in writing are common problems. The study suggested using immersionbased English learning techniques, such as more speaking, listening, and exposure to interesting English reading materials, to solve these problems. The study's final conclusion was that complete language competency laws that minimize mother tongue interference will help pupils write better, perform better academically, and communicate more effectively in English. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2283 USAGE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TRAINING ENGLISH LANGUAGE ORAL SKILLS IN PUBLIC TEACHER TRAINING COLLEGES IN RIFT VALLEY REGION, KENYA KIPROP, RONO METHUSELAH English language training is a big responsibility. This is so because language skills are the most important social skills in life. The study was to give emphasis to the most important skills (listening and speaking). Therefore, the study was guided by the following objectives; to determine the ICT facilities for usage in training English language oral skills; to find out the challenges in the usage of ICT in training English language oral skills; to assess the attitude of trainers of English language and the trainers towards the usage of ICT in training English language oral skills and to examine the impact of integrating ICT in training English language oral skills. The study was guided by the Computer-Supported Collaborative Learning (CSCL) pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet (ICT). The study employed a positivist research paradigm and utilized a descriptive research design. The sample was obtained from Mosoriot and Kericho Teacher Training Colleges in the Rift Valley region. A total of 16 respondents were picked from Trainers of English while 240 trainees were picked from the English language using a stratified sampling technique. Data were collected using questionnaires and interviews. Tables, pie charts and bar graphs were used to illustrate the data. Results indicated that most trainees rarely use ICT gadgets during English lessons. Cross-tabulation between gender and ICT utilization revealed that the majority of female respondents never utilize ICT facilities and also rarely use them, with a significant difference of (χ2=28.929, df=4, p=0.0000). Inadequate internet was cited as the main challenge experienced in ICT utilization, followed by a negative attitude toward ICT, inadequate facilities (e.g., computers), and the least being inadequate power. The majority of trainers have completed general computer packages. Findings suggest that most trainers did not use any ICT facilities in real classroom instructions, while a few colleges used computers, projectors, and mobile phones. Most trainers lack the skills to integrate ICT. Lack or inadequate ICT equipment, lack or inadequate training expertise in ICT, unstable and unreliable internet, and lack or inadequate technical support were all reported as impediments to ICT integration during the training of English language oral skills. The majority of trainees had a positive attitude towards the usage of ICT in training English oral skills despite the challenges in its integration in their colleges. The study recommends extensive training for teachers to effectively utilize ICT in classrooms, ensuring they acquire the necessary knowledge and skills. Additionally, the Ministry of Education in Kenya should prioritize providing adequate technological infrastructure, technical support, and administrative assistance to schools and teachers to overcome the identified barriers to ICT integration and optimize the integration of ICT into their instructional practices. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2273 SMARTPHONE AS AN INSTRUCTIONAL RESOURCE IN ENHANCING TEACHING OF ENGLISH GRAMMAR SKILLS IN SECONDARY SCHOOLS: CASE OF KAKAMEGA COUNTY KENYA BURUDI, SHADRACK WAKHUNGU BURUDI Grammar resources provided by KICD are instrumental in assisting teachers to deliver English grammar skills.There is overdependence on English course books as the main resource of teaching grammar skills in secondary schools. The current research sought to examine the use of Smartphone as an instructional resource for teaching English grammar, to complement recommended grammar resources by KICD (Kenya Institute of Curriculum Development). Therefore, the study focused on the following specific objectives: To analyze the strengths and limitations of recommended English grammar resources in enhancing the teaching of grammar skills in comparison to Smartphone; To examine how the integration of Smartphone enhances the teaching of English Grammar skills; To establish accessible applications on Smartphone that enhance teaching of English Grammar skills and to ascertain challenges language teachers are likely to face when using Smartphone as a resource for teaching English grammar skills and the mitigation measures. The study tested the following hypothesis: HO1: Smartphone English grammar apps (homophone apps) do not enhance the teaching of grammar skills. The study was guided by Krashen’s Theory of second language learning. The study adopted pragmatism paradigm. This study used descriptive survey and quasiexperimental (pre and posttest) research design. 100 teachers of English were selected randomly from population N = 400 and 20 HODS (Head of Department) of English were selected purposively across the 13 sub counties from Kakamega County from a population of N= 90. Smartphone applications (homophone apps) were employed in an experimental study that took one month with population N= 276 form 4 students’ in 2 public secondary schools.The two school were selected purposively. Participants were divided into control (n = 140) and experimental (n = 136) groups. The questionnaire was subjected to teachers of English while interview schedules were subjected to HODS of English department. An observation checklist was used to observe resources of English grammar in the language department and other areas in the school. Independent t-tests were carried out on 276 form 4 students. Data was analyzed through Statistical Package for Social Sciences (SPSS 28.0). The interview guide and observation checklist were analyzed under themes. Data was presented through frequency, percentage, graphs, and means. Study findings of independent t-tests revealed significant improvement in pronunciation skills for the experimental group. The results indicated that English grammar apps enhance the teaching of grammar skills. Smartphone has more strength than the recommended resources like course books, teachers of English grammar were aware of several grammar apps, Smartphone was integrated as a resource in teaching English grammar and finally, teachers encountered several challenges like cost of dat bundles when using Smartphones to teach English grammar. In conclusion the study established that smartphone can be used to complement KICD approved grammar resources. The findings imply that digital resources will contribute immensely in teaching and learning. The study made the following recommendations; Teachers are to be provided with digital instructional resources like smartphone. KICD should intergrate Smartphone as a resource for teaching English Grammar.This will diversify grammar resources by tapping into the digital resources 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2265 INFLUENCE OF CLASSROOM CLIMATE ON SPEAKING SKILLS IN ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN HOMABAY COUNTY, KENYA CHEPTABOK, SR. MARY CHEROBON English is an international language used in many countries for business and education. In Kenya, English serves as both an official language and the primary medium of instruction in secondary schools, making proficiency in speaking English the most essential means of effective communication and academic performance. A majority of the students who attend secondary school have poor mastery of the speaking skill, and this adversely affects their general competence in the language. Classrooms do play a significant role in molding the skills required for high achievements in speaking. One of the major challenges facing teachers is helping students apply knowledge taken in the classroom to real-life situations. Therefore, the purpose of this study was to investigate the influence of classroom climate in the acquisition of speaking skills. The objectives of the study were to; assess availability of physical facilities in the acquisition of speaking skills, identify challenges in the acquisition of speaking skills, determine influence of emotions of teachers and students in the acquisition of speaking skills and find out the role of interactions between teachers and students in the acquisition of speaking skills. The study was informed by socio-cultural and behaviorism theories based on collaborative interaction and learning new words through shaped environment. The study was anchored on a pragmatic research paradigm adopting descriptive research design. The target population consisted of 312 public secondary schools, 28,336 form three students, 493 teachers of English and 312 principals in Homabay County, Kenya. The sample size included 378 students, 148 teachers and 31 principals. The study used both probability and non-probability sampling techniques that included stratified, proportionate, systematic and simple random sampling. Data collection instruments included questionnaire, interview schedule and observation guide. The validity of the research instruments was assessed using content validity, while reliability was evaluated using Cronbach's Alpha coefficient. Data was analyzed using descriptive statistics, including means, frequencies, percentages, and standard deviation, as well as inferential statistics, which involved correlation. The results showed that 50% of schools had the necessary resources or facilities to support English speaking skills. While 10.6% of students excelled in speaking, 47.1% were average. Key challenges reported by students included pronunciation, vocabulary, grammar, fluency, confidence and understanding accents. Teachers reported to face issues such as a non-supportive environment, content selection, promoting literacy, creating a positive classroom climate and effective assessment. Physical facilities (r=0.257) and interaction between teachers and students (r=0.147) were highly correlated to acquisition of speaking skills. The study conclude that the availability of physical facilities and teacher-student interaction are the most significant factors influencing the acquisition of English-speaking skills, contributing 6.6% and 2.2% respectively. The study recommends raising awareness and improving the teaching of speaking skills by helping teachers understand the challenges students face and encouraging active participation. Additionally, it suggests further research to explore other factors affecting teachers' evaluations and to consider multiple perspectives for a better understanding of students' speaking abilities. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2261 DETERMINANTS OF THE CHOICE OF TEACHING-LEARNING METHODS IN EARLY CHILDHOOD DEVELOPMENT AND PRIMARY EDUCATION IN MOUNT ELGON SUB-COUNTY, BUNGOMA COUNTY, KENYA KIRUI, CHEBESEBE CHRISTINE International organizations such as UNESCO and UNICEF emphasize the significance of providing high-quality Early Childhood Development (ECD) and Primary Education and care to all children, regardless of their socio-economic background. This study aimed to examine the determinants influencing the choice of teaching-learning methods in ECD and Primary Education, specifically investigating the factors affecting the selection of teaching methods by ECD teachers in Mount Elgon Sub County, Bungoma County. This study was based on the following objectives: to investigate how the competency of school teachers influences the choice of teaching-learning methods; to examine the significance of the ECDE curriculum on the choice of teaching-learning methods in ECDE centers; to find out how learners' levels of cognitive abilities influence the choice of teaching-learning methods; and to establish how school management affects the choice of teaching-learning methods used in ECDE centers in Mount Elgon Sub County. The research was grounded in Gross's Curriculum Implementation Theory and employed a descriptive survey approach utilizing a mixed research design. The target population included 80 Early Childhood Development and Primary Education centers, composed of 66 public centers and 14 private centers. The study specifically focused on 80 head teachers and 100 teachers from ECD centers in Mount Elgon Sub County, Bungoma County, Kenya. Sampling techniques employed included stratified, purposive, and simple random sampling. Data collection utilized a questionnaire, interview guide, and observation checklist. The analysis was conducted using descriptive and inferential statistics, facilitated by SPSS Version 21. Results from the regression analysis demonstrated that the ECD curriculum contributed significantly (27.2%) to the selection of teaching methods employed. The competence of school teachers accounted for 32.3%, the cognitive abilities of learners contributed 22.9%, and school management influenced the choice of teaching-learning methods by 21.6%. The study found a significant correlation between the competence of school teachers and the choice of teaching-learning methods used in ECD centers (β=0.182, p≤0.05). Additionally, a significant correlation was identified between the importance of the curriculum and the choice of teaching-learning methods (β=0.272, p≤0.05). Furthermore, a significant correlation existed between the cognitive abilities of learners and the choice of teaching-learning methods (β=0.229, p≤0.05), as well as between school management and the choice of teaching-learning methods (β=0.216, p≤0.05). The study concluded that effective teaching strategies are essential for fostering student engagement and improving learning outcomes. Emphasizing professional development and resource allocation can enhance teaching practices, ultimately benefiting children's educational experiences and promoting their holistic development. Furthermore, the study revealed concerns regarding the incompetence of ECD teachers in selecting appropriate teaching methods, largely attributed to insufficient training and limited resources. Moreover, it identified the current ECD curriculum as lacking a clear and comprehensive framework to guide the teaching of young children. The study recommends that the Ministry of Education create opportunities for teacher professional development to enhance the quality of ECD teacher preparation through sessional training. In addition, the Ministry of Education, in collaboration with educational institutions, should undertake a comprehensive review of the teacher education curriculum to broaden its scope. 2024-01-01T00:00:00Z