Instructional Resources and Learners’ Academic Achievement in Early Childhood Education among Public schools of Busia County, Kenya

Early childhood education in Kenya provides the initial step in a child’s formal education and can greatly influence their understanding of education as a vital human need. In Kenya, early childhood education is considered the foundation and most significant level of formal education. The study was conducted to establish the effect of instructional resources on learners’ academic achievements in early childhood education in Busia County, Kenya. It established the effect of teaching resources on learners’ academic achievements in early childhood education, analyzed the effect of teacher’s training on learners’ academic achievements in early childhood education and examined the effect of teacher engagement on learners’ academic achievements in early childhood education. The study was guided by Ecological Systems Theory, Pedagogical Content Knowledge Theory, Constructivist Learning Theory and Change Theory. The study adopted descriptive survey design. The target population comprised of 1227 different cadre of respondents; sub county education officers, Head teachers, early childhood education teachers and early childhood education class prefects. A sample size of 339 respondents was determined using stratified random sampling technique. Data was collected from respondents by use of questionnaires, interview schedules and observation checklist. Data was analyzed using SPSS version 26. The information was presented thematically capturing relevant verbatim on the effect of instructional resources on academic achievement. Simple descriptive statistics such as means, sums, frequencies and percentages were used in data presentation since they have an advantage over more complex statistics. Furthermore, the professional development of teachers showed a positive relationship with student performance, emphasizing the need for ongoing training and support. Teacher engagement in monitoring and supporting students was high, but resource constraints affected their ability to provide adequate support. It is recommended that educational authorities in Busia County should prioritize providing adequate instructional resources, particularly modern technologies such as computers and audio-visual materials, to facilitate better learning experiences.