Influence of Learner’s Level of Cognitive Abilities on the choice Teaching Methods used in Early childhood Development and primary Education in Mount Elgon Sub-County

Author: Chebesebe Christine Kirui, Kafu A. Patrick, Cheruiyot J. Betty

Date: 2024

Abstract: This study investigates the influence of learners’ cognitive abilities on the selection of teaching methods employed in early childhood development (ECD) and primary education within Mount Elgon Sub-County. Recognizing that diverse cognitive capabilities among young learners can significantly impact their engagement and learning outcomes, the research seeks to identify how educators adapt their instructional strategies to meet the varying needs of their students. A mixed-methods approach was utilized, combining quantitative surveys distributed to ECD and primary education teachers with qualitative interviews to gather deeper insights into their pedagogical practices. Findings indicate that teachers often adjust their methodologies based on the cognitive profiles of their students, implementing differentiated instruction, active learning techniques, and play-based approaches to enhance learning experiences. Additionally, the study reveals that educators face challenges, such as limited resources and large class sizes, which can impede their ability to tailor teaching methods effectively. The implications of this research stress the importance of training educators to recognize and accommodate diverse cognitive abilities in their teaching strategies, ultimately aiming to improve educational outcomes for all learners. This research contributes to the broader discourse on effective pedagogical practices in early childhood and primary education, emphasizing the critical role of understanding cognitive development in shaping teaching methodologies.

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