Abstract: Education is an important adventure in the progress of human life and there are numerous elements attached to its effective achievement, one being the availability and use of learning materials. This paper analyzes role of parents in providing learning materials for numeracy acquisition among Pre-Primary II Learners in Suba Sub-County, Kenya. A pilot study was done in Mbita sub-County to establish validity and reliability of the research tools. The study used Descriptive Survey research design and two sampling techniques to select participants: purposive and simple random sampling. The study was guided by two theories: Cognitive Load Theory by John Sweller, and Social Interaction Theory by Lev Vygotsky. Target population for the study was 199, which comprised Early Year Education coordinator, Early Year Education zonal supervisors, head teachers and pre-primary II learners’ parents. A sample size of 63 respondents was selected; 52 participated with response rate of 82.5%. Questionnaires and Interview Schedule were used to collect data. Discourse analysis and Statistical Package for Social Sciences (SPSS) were used to analyze qualitative and quantitative data respectively. The study established that learning materials influenced acquisition of numeracy skills, despite less involvement of parents. The study further revealed that there was inadequate learning materials in most pre-primary centres. The study recommends that parents should be involved by the school administration to provide learning materials. Parents should be encouraged to provide learning materials. A further study needs to be conducted on” effects of education level of pre-school learners’ parents on provision of learning materials.”

Received December 22, 2019; Revised March 26, 2020; Accepted March 28, 2020

Abstract: Research has linked the use of play to equipping learners with mathematics skills; yet early grade performance in mathematics remains low. The purpose of this study was to examine the influence of play materials on acquisition of mathematics skills by preschool learners in Baringo Central Sub County. The specific objectives were: to establish the type of play materials for acquisition of mathematics skills by pre-school learners and to determine the availability and adequacy of play materials used for the acquisition of mathematics skills by preschool learners. The target population comprised of 136 head teachers and 272 teachers of the 136 pre-schools. The study adopted descriptive survey design and the sample size was through simple random sampling for class teachers and pupils and purposive sampling technique for Head teachers. A sample size of 41 head teachers and 82 teachers was used representing 30% of the target population. Data collected was analyzed descriptively with the aid of the Statistical Package for Social Sciences (SPSS) version 21. The study findings showed that the main types of play materials used were factory made / assembled and purchased from shops and stationers. The study established that most play materials were not available and those that were available were inadequate in most schools. The study recommended that the schools’ management committees should involve all stakeholders to support pre-school centers in acquisition of relevant play materials; mobilize resources to provide pre-service and in-service teachers with knowledge how to use play materials in teaching mathematical skills and how to use available play materials appropriately in teaching mathematical skills to preschoolers.