Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya

Kingaru Thumbi; Jane Ciumwari Gatumu; Evanson Muriuki Muriithi

doi:doi:10.11648/j.ijeedu.20190801.12

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Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya

Kingaru Thumbi, Jane Ciumwari Gatumu, Evanson Muriuki Muriithi

Published in International Journal of Elementary Education (Volume 8, Issue 1)

Received: 24 January 2019 Accepted: 17 March 2019 Published: 9 April 2019

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Abstract

This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment (DESSA), preschool teachers’ semi-structured interview schedule and documentary analysis for preschool teachers. The study sample was portioned into a treatment class and a control class. Teachers in the treatment class were trained to be classrooms’ action researchers in reflective teaching approach and to deliver explicit lessons that teach preschool children’s SECs while finding occasions for learners to reinforce their use in the course of the day. DESSA pretest and posttest were administered to all children in a span of three months between pretest and posttest. The social emotional composite scores obtained were converted to Standard T-score for data analysis using ANCOVA test. The study found statistically significant difference in the class where teachers were trained compared to the class where they were not. Semi-structured interviews and documentary analysis were also conducted in both classes. From the findings, teachers’ action research in reflective teaching approach could be effective in teaching preschool children’s SECs in the Sub-County. This takes place through growth and development of children’s social emotional cognitive schema and professionally for teachers. The study recommends preschool teachers’ to be trained and quality assured by both the National and County Governments in action research in reflective teaching approach for children’s SECs. This should happen through regular in-service training in teachers’ action research, teachers’ action research workshops and teachers’ action research seminars. Teachers’ action research in reflective teaching approach and children’s SECs scholarly materials should be made available in preschools offices/libraries and resource centers in the Sub-county to enable teachers to have a local resource.

Published in	International Journal of Elementary Education (Volume 8, Issue 1)
DOI	10.11648/j.ijeedu.20190801.12
Page(s)	11-17
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Action Research, Teachers-as-action Researchers, Reflective Teaching Approach, Children’s Social Emotional Competences

References

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[9]	Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th Ed.). Boston: Pearson.
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[11]	Kemmis, S., & McTaggart, R. (1988). The action research planner. Geelong, Australia: Deakin University Press.
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[17]	Committee for Children. (2002). Review of research: The importance of teaching social emotional skills. Retrieved from https://www.cfchildren.org/wp-content/uploads/resources/previous-programs/second-step-2002/second-step-pre-k-5-review-of-research.pdf.
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[19]	Shanker, S. (2014). Broader measures of success: Socio/emotional learning in measuring what matters. Toronto: People for Education.
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[21]	Gatumu, J. C., Muriithi, E. M., & Thumbi, K. (2014). Reflective teaching and preschool children’s academic performance in Molo District, Kenya. Paper Presented at Ireland International Conference on Education, Dublin, Ireland.
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[23]	Molo Sub-County Commissioner. (2017, August 20). Personal interview.
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Kingaru Thumbi, Jane Ciumwari Gatumu, Evanson Muriuki Muriithi. (2019). Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya. International Journal of Elementary Education, 8(1), 11-17. https://doi.org/10.11648/j.ijeedu.20190801.12

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Kingaru Thumbi; Jane Ciumwari Gatumu; Evanson Muriuki Muriithi. Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya. Int. J. Elem. Educ. 2019, 8(1), 11-17. doi: 10.11648/j.ijeedu.20190801.12

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AMA Style

Kingaru Thumbi, Jane Ciumwari Gatumu, Evanson Muriuki Muriithi. Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya. Int J Elem Educ. 2019;8(1):11-17. doi: 10.11648/j.ijeedu.20190801.12

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@article{10.11648/j.ijeedu.20190801.12,
  author = {Kingaru Thumbi and Jane Ciumwari Gatumu and Evanson Muriuki Muriithi},
  title = {Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya},
  journal = {International Journal of Elementary Education},
  volume = {8},
  number = {1},
  pages = {11-17},
  doi = {10.11648/j.ijeedu.20190801.12},
  url = {https://doi.org/10.11648/j.ijeedu.20190801.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20190801.12},
  abstract = {This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment (DESSA), preschool teachers’ semi-structured interview schedule and documentary analysis for preschool teachers. The study sample was portioned into a treatment class and a control class. Teachers in the treatment class were trained to be classrooms’ action researchers in reflective teaching approach and to deliver explicit lessons that teach preschool children’s SECs while finding occasions for learners to reinforce their use in the course of the day. DESSA pretest and posttest were administered to all children in a span of three months between pretest and posttest. The social emotional composite scores obtained were converted to Standard T-score for data analysis using ANCOVA test. The study found statistically significant difference in the class where teachers were trained compared to the class where they were not. Semi-structured interviews and documentary analysis were also conducted in both classes. From the findings, teachers’ action research in reflective teaching approach could be effective in teaching preschool children’s SECs in the Sub-County. This takes place through growth and development of children’s social emotional cognitive schema and professionally for teachers. The study recommends preschool teachers’ to be trained and quality assured by both the National and County Governments in action research in reflective teaching approach for children’s SECs. This should happen through regular in-service training in teachers’ action research, teachers’ action research workshops and teachers’ action research seminars. Teachers’ action research in reflective teaching approach and children’s SECs scholarly materials should be made available in preschools offices/libraries and resource centers in the Sub-county to enable teachers to have a local resource.},
 year = {2019}
}

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TY  - JOUR
T1  - Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya
AU  - Kingaru Thumbi
AU  - Jane Ciumwari Gatumu
AU  - Evanson Muriuki Muriithi
Y1  - 2019/04/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ijeedu.20190801.12
DO  - 10.11648/j.ijeedu.20190801.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 11
EP  - 17
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20190801.12
AB  - This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment (DESSA), preschool teachers’ semi-structured interview schedule and documentary analysis for preschool teachers. The study sample was portioned into a treatment class and a control class. Teachers in the treatment class were trained to be classrooms’ action researchers in reflective teaching approach and to deliver explicit lessons that teach preschool children’s SECs while finding occasions for learners to reinforce their use in the course of the day. DESSA pretest and posttest were administered to all children in a span of three months between pretest and posttest. The social emotional composite scores obtained were converted to Standard T-score for data analysis using ANCOVA test. The study found statistically significant difference in the class where teachers were trained compared to the class where they were not. Semi-structured interviews and documentary analysis were also conducted in both classes. From the findings, teachers’ action research in reflective teaching approach could be effective in teaching preschool children’s SECs in the Sub-County. This takes place through growth and development of children’s social emotional cognitive schema and professionally for teachers. The study recommends preschool teachers’ to be trained and quality assured by both the National and County Governments in action research in reflective teaching approach for children’s SECs. This should happen through regular in-service training in teachers’ action research, teachers’ action research workshops and teachers’ action research seminars. Teachers’ action research in reflective teaching approach and children’s SECs scholarly materials should be made available in preschools offices/libraries and resource centers in the Sub-county to enable teachers to have a local resource.
VL  - 8
IS  - 1
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Author Information

Kingaru Thumbi

Department of Education, Kenya Methodist University, Meru, Kenya
Jane Ciumwari Gatumu

Department of Educational Communication and Technology, Nairobi University, Nairobi, Kenya
Evanson Muriuki Muriithi

Department of Educational Communication and Technology, Nairobi University, Nairobi, Kenya

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Kingaru Thumbi, Jane Ciumwari Gatumu, Evanson Muriuki Muriithi. (2019). Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya. International Journal of Elementary Education, 8(1), 11-17. https://doi.org/10.11648/j.ijeedu.20190801.12

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Kingaru Thumbi; Jane Ciumwari Gatumu; Evanson Muriuki Muriithi. Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya. Int. J. Elem. Educ. 2019, 8(1), 11-17. doi: 10.11648/j.ijeedu.20190801.12

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AMA Style

Kingaru Thumbi, Jane Ciumwari Gatumu, Evanson Muriuki Muriithi. Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya. Int J Elem Educ. 2019;8(1):11-17. doi: 10.11648/j.ijeedu.20190801.12

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@article{10.11648/j.ijeedu.20190801.12,
  author = {Kingaru Thumbi and Jane Ciumwari Gatumu and Evanson Muriuki Muriithi},
  title = {Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya},
  journal = {International Journal of Elementary Education},
  volume = {8},
  number = {1},
  pages = {11-17},
  doi = {10.11648/j.ijeedu.20190801.12},
  url = {https://doi.org/10.11648/j.ijeedu.20190801.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20190801.12},
  abstract = {This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment (DESSA), preschool teachers’ semi-structured interview schedule and documentary analysis for preschool teachers. The study sample was portioned into a treatment class and a control class. Teachers in the treatment class were trained to be classrooms’ action researchers in reflective teaching approach and to deliver explicit lessons that teach preschool children’s SECs while finding occasions for learners to reinforce their use in the course of the day. DESSA pretest and posttest were administered to all children in a span of three months between pretest and posttest. The social emotional composite scores obtained were converted to Standard T-score for data analysis using ANCOVA test. The study found statistically significant difference in the class where teachers were trained compared to the class where they were not. Semi-structured interviews and documentary analysis were also conducted in both classes. From the findings, teachers’ action research in reflective teaching approach could be effective in teaching preschool children’s SECs in the Sub-County. This takes place through growth and development of children’s social emotional cognitive schema and professionally for teachers. The study recommends preschool teachers’ to be trained and quality assured by both the National and County Governments in action research in reflective teaching approach for children’s SECs. This should happen through regular in-service training in teachers’ action research, teachers’ action research workshops and teachers’ action research seminars. Teachers’ action research in reflective teaching approach and children’s SECs scholarly materials should be made available in preschools offices/libraries and resource centers in the Sub-county to enable teachers to have a local resource.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Teachers-as-Action Researchers in Reflective Teaching Approach: Intervening for Preschool Children’s Social Emotional Competences in Molo Sub-County, Kenya
AU  - Kingaru Thumbi
AU  - Jane Ciumwari Gatumu
AU  - Evanson Muriuki Muriithi
Y1  - 2019/04/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ijeedu.20190801.12
DO  - 10.11648/j.ijeedu.20190801.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 11
EP  - 17
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20190801.12
AB  - This study examined teachers-as-action researchers in reflective teaching approach on preschool children’s social emotional competences (SECs) in Molo Sub-County in Kenya from 71 preschool children and 4 teachers. Methodologies used were; quasi-experimental design with pretest postest model, a training module for preschool teachers, Devereux Student Strengths Assessment (DESSA), preschool teachers’ semi-structured interview schedule and documentary analysis for preschool teachers. The study sample was portioned into a treatment class and a control class. Teachers in the treatment class were trained to be classrooms’ action researchers in reflective teaching approach and to deliver explicit lessons that teach preschool children’s SECs while finding occasions for learners to reinforce their use in the course of the day. DESSA pretest and posttest were administered to all children in a span of three months between pretest and posttest. The social emotional composite scores obtained were converted to Standard T-score for data analysis using ANCOVA test. The study found statistically significant difference in the class where teachers were trained compared to the class where they were not. Semi-structured interviews and documentary analysis were also conducted in both classes. From the findings, teachers’ action research in reflective teaching approach could be effective in teaching preschool children’s SECs in the Sub-County. This takes place through growth and development of children’s social emotional cognitive schema and professionally for teachers. The study recommends preschool teachers’ to be trained and quality assured by both the National and County Governments in action research in reflective teaching approach for children’s SECs. This should happen through regular in-service training in teachers’ action research, teachers’ action research workshops and teachers’ action research seminars. Teachers’ action research in reflective teaching approach and children’s SECs scholarly materials should be made available in preschools offices/libraries and resource centers in the Sub-county to enable teachers to have a local resource.
VL  - 8
IS  - 1
ER  -

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