Perceptions of Teachers on Child-Centered Teaching Pedagogy and Academic Performance in Informal Settlements in Kibra Sub-County, Nairobi, Kenya.

Author: Norah Cheruto, Dr. James Sankale, Dr . Violet Simiyu

Date: 2024

Abstract: This study explored the Perceptions of Teachers on Child-Centered Teaching Pedagogy and Academic Performance in Informal Settlements in Kibra Sub-County, Nairobi, Kenya. A mixedmethods approach was employed, where quantitative data were collected using descriptive research design, while qualitative insights were gathered through explanatory research design. The study targeted nine public primary schools in Kibra Sub-County with 189 teachers, utilizing purposive and stratified random sampling to determine the sample size. Questionnaires, interview guides and FGD were used to collect data from the sample. The theoretical framework guiding this research included Critical Pedagogy, which provided insights into structural inequalities, educational practices, and societal dynamics affecting academic outcomes in informal settlements. Quantitative data was analyzed using Scientific Package for Social Sciences (SPSS) and ANOVA while NVivo Software for qualitative data. The study revealed that while teachers generally have a positive familiarity with child-centered teaching pedagogy and recognize its benefits for improving teaching practices and its importance in primary education, there are notable challenges and varied perceptions regarding its implementation and the level of support from school administrators. The study found that while child-centered approaches have the potential to improve student engagement and learning outcomes, their implementation is hindered by inadequate resources and insufficient professional development. Recommendations included to effectively adopt child-centered pedagogy, it is crucial to implement targeted professional development programs for teachers and increase resource allocation to support these teaching methods.

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