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This study, using descriptive survey research design, assessed the influence of class
management on the performance of pre-schoolers in language learning. Specifically the study
sought to explain the aspects of class management that contributed towards enhanced
performance of learner’s language skills. In this regard the study examined use of teaching
resources, instructional approaches, and the use of space as elements of class management that
impact on language learning in preschool.  The study reviewed relevant literature to establish
research gaps and determine the current underlying  factors and performance levels of pre-
schoolers in regards to language learning. This review also identified symbolic interactionism as
the most appropriate theory for informing this study. This theory assumes that human behaviour
is to be understood as a process in which the person shapes and controls his or her conduct by
taking into account the expectations of others with whom s/he interacts. In this study it was used
to understand the goings-on in the classroom as the teacher interacted with instructional
materials and resources and learners and how s/he organized their class for effective language
learning to happen. Data were collected using self-administered questionnaires, classroom
observation checklists and individual interview guides from 14 pre-schools in Kuresoi District,
14 head teachers, 28 teachers and two (2) DICECE officers.  The study confirmed that indeed
class management has a positive influence on the performance of pre-schoolers in language
learning. Specifically and from a symbolic interactionist perspective, teachers expend a lot of
energy in preparation and interventions, through managing the learning resources, class time,
class space, and adopting appropriate teaching approaches that help the learners perform well in
language learning. Preschool teachers sampled for the study used child-centred methods and the
thematic approach to teaching language. This was useful in strengthening language skills the
children were acquiring across different activity areas beyond language. In other words, teachers
observed often adjusted and controlled their conduct in ways that helped learners perform better
in language skills. Learners on the other hand also responded to their teachers by adjusting their
conduct in ways that promoted the development of language skills. Effective classroom
management depends also on the quality of teaching, which teachers achieve through using
teaching management strategies. The study established that teachers used various learning
resources including pictures, charts, models and flashcards the most. Moreover, the study
established that charts, pictures and blocks were the most frequently used learning aids.
Furthermore, the study found out that text books were not used due to their unavailability as a
result of financial constraints. In spite of this challenge, the use of alternative teaching aids
played an additive, not diminutive, role in improving learners’ skills in language learning. The
pupils were often observed interacting with the instructional materials on the walls when
teachers left the classrooms. Further, the study established that classroom space became a
problem when class size increased.  To get around the space problem, teachers considered the
use of space in their instructional plans. Teacher planning ensured that most classroom space was
used in ways that maximized interaction between the teacher and learners and among learners
themselves. Teachers interviewed reiterated that it was what you did with the space that made a
difference in learning, including language learning.


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