Teachers’ Perception towards the Use of Instructional Drama in ECDE in Elgeyo Marakwet County
Journal Title: International Journal of Research in Education and Social Sciences - Year 2019, Vol 2, Issue 2
Abstract
The use of drama as a tool for teaching is not new. However, the ways in which drama is used today may differ in a number of respects from the ways it has been used in the past. This study was designed to investigate the Teachers’ perception towards the use of instructional drama in ECDE in Elgeyo Marakwet County. The study was guided by Piaget’s Cognitive development theory and utilized a cross-sectional descriptive survey research design. It made use of 513 respondents comprising 334 teachers, 172 Head teachers, and 7 officials in charge of ECDE in Elgeyo Marakwet County. Data was collected through questionnaire, interview schedule and observation checklist. Quantitative data was analyzed using both descriptive and inferential statistical techniques whereas qualitative data was presented thematically and reported verbatim. The hypotheses were tested using Pearson’s chi-square. Majority of the teachers have strong belief that drama is very important in the social development of ECD pupils as it enhances interpersonal relationships outside of the classrooms. The study recommends that teachers of ECDE schools to join in-service training so that they can learn about using instructional drama in ECDE and that there should be partnership between schools and teachers training colleges to fully prepare teachers adequately for use of instructional drama.
Authors and Affiliations
Boinnet F. Jepkogei
Keywords
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