The Relationship Between Classroom Arrangement And Performance Of Children In Science In Preprimary Schools In Tharaka Nithi County, Kenya.

Abstract

This study aims to establish if classroom arrangement is related to preschool learners' Performance in science activity areas. The study employed A descriptive research design. The target population for this study was 240 pre-schools, 505 teachers, and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru et al.) of Tharaka Nithi County. All the learners in PP2 classes and their class teachers were purposively sampled to participate in this study. The resultant sample was 36 preschools and 211 teachers. The instruments for data collection were questionnaires for teachers, documentary analysis, and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. As for the Inferential statistics, the researcher tested the hypothesis using the Pearson correlation coefficient and linear regression to establish a relationship between the independent and dependent variables. The study established that the classroom arrangement moderately influenced the learners' Performance in science activities. However, the mode of class arrangement was informed by the nature of the science topic being taught.