Influence of Teachers’ Training Skills in Utilisation of Instructional Resources on Children’s Performance in Early Literacy in Kanduyi Sub-County, Kenya

Availability and utilization of instructional resources play an important role in the attainment of educational goals, objectives and learners’ performance. The objective of the study was to establish the influence of teachers’ training skills in instructional resources on children’s performance in literacy. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools, teachers and learners for the study. Through this method, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires, observation checklists and a test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources; observation checklists were used by the researcher to assess the availability and the display of the types of instructional resources in the classroom especially in the various activity areas or corners. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found a significant but positive correlation between teachers’ training skills and achievement of writing skills among learners (r = .826; p = .000) and training skills and achievement in reading skills (r = .722; p = .001). The study recommended that there is need there is need for teachers to undergo training on instructional resources’ use.