EGRA Teaching and Learning Resources on Reading Abilities of Early-Grade Learners in Public Primary Schools in Kiambu County, Kenya

Abstract

Early Grade Reading Activities (EGRA) is a programme aimed at improving reading in grades one to three. This programme entails various interventions, including the development and distribution of teaching and learning resources. This study sought to investigate the influence of EGRA teaching and learning resources on the reading abilities of early-grade learners in public primary schools in Kiambu County. The study made use of the descriptive survey research design. The target population was 26,156 individuals from the 576 public primary schools in Kiambu County. This population comprised 1,408 grade one to three teachers and 24,748 grade 3 learners in the public primary schools in Kiambu County. A sample of 1066 individuals comprising 57 lower grade teachers and 1009 grade 3 learners were selected using the clustered sampling technique. Questionnaires were used to collect data from the teachers, while an achievement test was used to collect data from learners. Data was analysed using frequencies, percentages, means, and standard deviation, while the linear regression method was used to test the relationships between variables. Results showed that EGRA teaching and learning resources (β= 0.209, t= 2.263, p= .028) had a positive and statistically significant influence on learners reading abilities. Based on the findings, the study concludes that interventions that seek to improve teaching and learning resources are effective in improving early-grade reading abilities. This information could be of great significance in designing future programmes that reflect good practices and implementation. The study recommends that the Ministry of Education should sustain the flow of teaching and learning resources at the end of the EGRA programme because there is evidence that these resources are effective in promoting reading.