EFFECT OF PUPIL-TEACHER RATIO ON GRADUATION RATE OF EARLY CHILDHOOD DEVELOPMENT AND EDUCATION IN EMBU COUNTY PUBLIC PRIMARY SCHOOLS, KENYA

Abstract

Early years of human growth and individual enactment are important throughout one’s life. Low ECDE levels undermine the expected social and economic benefits of public and private investments in children’s education at later stages in life. It is with this background that the study sought to examine the effect of pupil/teacher ratio (PTR) on graduation rate in early childhood development and education in public primary schools in Embu County, Kenya. The study adopted a cross-sectional survey research design across a target population that comprised of 381 ECDE teachers in public primary schools in Embu County. Stratified random sampling was used to select the schools for the study from the five sub-Counties. Questionnaires were utilized as the instruments of study. Quantitative data collected was analysed using SPSS software. The study found that ECDE pupil/teacher ratio (PTR) had an effect on early childhood development and education graduation rate since the schools had inadequate trained teachers. Based on results, the study recommends that the number of ECDE teachers handling ECDE classes be increased so that learners transiting from ECDE classes are able to receive maximum attention and thus grow holistically.