The Nexus between Class Size and the Integration of Advanced Media Resources in Public Primary Schools in Kenya

Abstract

Educational Media has gained popularity in the instructional process due to academic concepts' abstract nature. Although much has been done to improve Early Childhood Development Education Programme in Kenya, the implementation of effective early childhood development education still faces the challenge of integrating advanced media instruction. Research suggests that the integration of advanced media resources can enhance student engagement and improve learning outcomes by catering to diverse learning styles and preferences. Despite efforts from stakeholders to integrate advanced media as a learning resource, Early Childhood and primary schools in Kenya seem to lag behind. To interrogate this disparity, this paper investigates the influence of class size in the integration of advanced media resources in Ainabkoi Sub-County, Uasin Gishu County, Kenya. This study was anchored on Technology Acceptance Model (TAM) (Davis & Granic, 2024). The study employed the pragmatic research philosophy that set the framework for a convergent mixed methods research design. This research targeted 880 early childhood education teachers handling baby, middle and top class, class 1-3 ECDE levels and 63 head teachers. Stratified and simple random sampling was used to select 267 teachers and 18 teachers. Of the 267 teachers, 236 returned completed questionnaires and of the 18 head teachers 11 were available for interviews. The study employed questionnaires and interviews to collect data. Statistical Package for Social Sciences (SPSS) Ver. 24) was used for data analysis which involved descriptive and inferential statistics embedded with thematic analysis. Descriptive and thematic results revealed that class size influenced media use, affecting engagement and interactions. Majority of the teachers 24.2% strongly agreed that classes were too large to support outdoor advanced edutainment media. Regression results confirmed that class size (β=0.145, p<0.05) was a significant determinant of integration of advanced media resources in public primary schools in Ainabkoi Sub-County. The implications of class size on advanced media adoption underscores the need for strategic class management and resource allocation. Schools with large class sizes should explore innovative strategies to mitigate challenges posed by limited interaction with advanced media and execution of media-related tasks. In addition, adequate allocation of media resources and consideration of class size in instructional planning are imperative to ensure effective engagement and personalized learning experiences.