The Association between Teachers’ Use of Demonstration Approach and PP2 Learner’s Attainment of Selected Core Competencies during Science Activities

Abstract

Research demonstrates that utilising a demonstrated learner-centred methodology can improve pre-primary students’ mastery of fundamental scientific abilities and concepts, essential for their future science education. Nevertheless, global academic performance in science inside educational institutions remains disturbingly inadequate, a phenomenon similarly noted in Kenya, prompting apprehensions regarding pedagogical approaches. This study seeks to examine the extent to which educators employ the demonstration approach in science activities and its relationship with Pre-Primary Two (PP2) students’ attainment of specific core competencies outlined in the Competence-Based Curriculum. Informed by Vygotsky’s socio-cultural cognitive theory, the descriptive study examined 16 public preschools and their educators in Taveta Sub County, Taita-Taveta County, Kenya. The data gathering utilised questionnaires and instructional observations, with validity guaranteed by standardised items and expert evaluations. The reliability was evaluated by the split-half approach, resulting in a Spearman’s Rank Order Correlation coefficient of 0.7. Quantitative and qualitative analyses were performed to improve result credibility, and Pearson’s Correlation Coefficient was employed for hypothesis testing. The findings indicated a substantial correlation between the application of the demonstration technique and students’ achievement of essential competencies. Recommendations encompass training educators in demonstration methodologies and incorporating ICT resources into scientific activities inside preschools in Taita-Taveta County.