THE IMPACT OF EARLY CHILDHOOD EDUCATION ON THE PUPILS LATER

EDUCATIONAL ABILITY IN SELECTED PRIMARY SCHOOLS OF MALIBA SUB

COUNTY, KASESE DISTRICT UGANDA

BY

MUHINDO JACKLINE
23/2/TU/456/DECEX

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF EDUCATION IN

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE
DIPLOMA IN EARLY CHILDHOOD EDUCATION
TEAM UNIVERSITY

SEPTEMBER 2024

i
DECLARATION
I, Muhindo Jackline, declare that the content of this document is my original work and has never
been presented or submitted to any university or any institution of learning for any award.

Sign …………………………………………

MUHINDO JACKLINE
(Student)
Date………………………………………..

ii
APPROVAL
This piece of work has been under my supervision and now it is ready to be submitted to the
internal examiners.

Sign………………………………………………..

MR MAKERERE SOLOMON

(Supervisor)

Date…………………………………………………

iii
DEDICATION
I would like to dedicate this piece of work to my dear sisters and brothers together with relatives.

I also dedicate this work to my parents and friends who have contributed a lot to the achievement
of my educational career. May God bless you for nurturing me

iv
ACKNOWLEDGMENT
I would like to acknowledge the support of my wife, children and parents for their tireless
support towards the completion of this study.

Secondly, I would like to recognize my supervisor Mr. Makerere Admon who always created
time and guided me through this work at all stages.

v
 TABLE OF CONTENTS

DECLARATION.......................................................................................................................................2
APPROVAL...............................................................................................................................................3
DEDICATION...........................................................................................................................................4
ACKNOWLEDGMENT...........................................................................................................................5
CHAPTER ONE........................................................................................................................................8
INTRODUCTION.....................................................................................................................................8
1.0 Introduction...................................................................................................................................8
1.1 Background of the study.....................................................................................................................8
1.2 Statement of the problem....................................................................................................................9
1.3 Objectives of the study......................................................................................................................10
1.3.1 General objectives of the study......................................................................................................10
1.3.2 Specific objectives...........................................................................................................................10
1.4 Research questions............................................................................................................................10
1.5 Scope of the study..............................................................................................................................10
1.5.1 Content scope..................................................................................................................................10
1.5.2 Time scope.......................................................................................................................................11
1.5.3 Geographical scope.........................................................................................................................11
1.6 Significance of the study....................................................................................................................11
1.7 Conceptual Frame work....................................................................................................................12
CHAPTER TWO.....................................................................................................................................13
LITERATURE REVIEW.......................................................................................................................13
2.0 Introduction.......................................................................................................................................13
2.1 Early childhood education................................................................................................................13
2.2 Early childhood development and population health and well being............................................14
2.3 Early childhood education in Uganda..............................................................................................15
2.4 Benefits of ECDE programs in Uganda...........................................................................................15
2.5 Educational achievement and child participation in ECDE programs.........................................16
2.6 Participation in ECDE and reading and literacy............................................................................16
CHAPTER THREE.................................................................................................................................18
RESEARCH METHODOLOGY...........................................................................................................18
3.0 Introduction.......................................................................................................................................18
3.1 Research Design.................................................................................................................................18

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3.2 Study area..........................................................................................................................................18
3.3 Study population................................................................................................................................19
3.4 Sample size.........................................................................................................................................19
3.5 Sampling Technique..........................................................................................................................19
3.5.1 Purposive Sampling........................................................................................................................19
3.6 Types and Sources of Data................................................................................................................20
3.7 Data Collection...................................................................................................................................20
3.7.1 Interviewing....................................................................................................................................20
3.7.2 Questionnaire..................................................................................................................................20
3.8 Data collection instruments...............................................................................................................21
3.8.1 Questionnaire..................................................................................................................................21
3.8.2 Interview..........................................................................................................................................21
3.8 Data Collection Procedure................................................................................................................21
3.9 Data Analysis.....................................................................................................................................22
3.10 Ethical Consideration......................................................................................................................22
3.11 Limitations of the Study..................................................................................................................22
REFERENCES........................................................................................................................................23
APPENDICES.........................................................................................................................................25
Appendix A: A Questionnaire for learners............................................................................................25
Appendix B: A Questionnaire for teachers............................................................................................27

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 CHAPTER ONE

INTRODUCTION
1.0 Introduction
This chapter presents the background of early childhood education in Maliba Sub County,
Kasese district Uganda, the statement of the problem and objectives of the study.

1.1 Background of the study

Although the importance and value of education in the early years of life has been acknowledged
for more than 2000 years (Essa, 2009), recent factors have brought early childhood education to
the forefront of public awareness. Fundamental changes in the economy, family life, public
awareness and public support have had a profound effect on early childhood education. In fact
research has established that early childhood is a critical period of development, towards
adulthood (Lusk and O'gara, 2012). In fact evidence from the consultation group of early
childhood care and development indicate that children grow faster, physically and mentally.
More so, their socio-economic traits develop during their first five years of life. Indeed this is the
child's most vulnerable period to any environmental influence and therefore damage during these
years may not be undone (Berk, 2012).

However, professionals have researched and established the plight of increasing number of
children and families. Of particular are those many families that face object poverty, lacking the
most basic necessities. Yet the social needs reach beyond the needs of the poor (Essa, 2009).
Indeed research has been carried out and concluded that world is failing its children because they
are subject to move deprivations than any other segment of the society. According to the World
Bank Report (2007), 219 million children below age, livings in developing countries do not
reach their development potential because of their environments and experiences. Nutritional
indicators of children remain poor and therefore they are most likely to lack stimulation, and
thereby creating lifelong development barriers.

Early childhood development programs should therefore be the solutions to the above mentioned
problems. Indeed the World Bank report advises that the quality and competence of the future
global world depends on the children who are born today. Therefore they should access quality
education programs. But a question that arises is how many of these children access early
childhood education?
1
In Uganda alone, parents feel it is wastage of time to take their children to early childhood
centers. In fact a number of them cannot wait to access the implemented free primary education.
The contributing factor being poverty and ignorance in Maliba Sub County majority of children
aged between four and five remain at home. It appears as if their parents do not seem to realize
the value of early childhood education and hence the need to conduct this study.

1.2 Statement of the problem

Uganda like any other developing country in the Sub Saharan country has 20 percent of its total
population belong to ages between 0-5 years (Ngaroga, 2014). It is probable that some children
who are vulnerable are found in Uganda. In response, government has invested in implementing
programs towards the achievement of education for all and the millennium development Goals
(MDG).

Early childhood education has been observed to be of great benefits to young children.
Government of Uganda claims to be fully aware of this but has done little to facilitate this
program such that all children access it. Statistics indicate that at the moment few children enroll
in pre-schools and their parents claiming that it is wastage of time and money. This research will
be carried out to sensitize the government on how beneficial the program has been in enhancing
children's readiness to learn their academic achievement.

1.3 Objectives of the study

1.3.1 General objectives of the study

This research will investigate the impact of early childhood education on the pupil's later
achievement in school in selected primary schools of Maliba Sub County, Kasese district
Uganda.

1.3.2 Specific objectives

The study will be guided by the following specific objectives;

i. To establish if the pupils who have attended pre-school were any better than those who
did not academically.
ii. To find out if the former pre-school pupils were more proficient in language skills than
those who did not.

2
 iii. To assess the level of social interactions of former preschoolers in comparison with those
who failed to attend the program

1.4 Research questions

The following research questions will be adopted to guide this study;

i. Do former preschoolers perform better than those who did not attend the program?
ii. How proficient are the graduates of preschool in language as compared to those who did
not attend?
iii. What is the level of interaction of former preschooler’s m comparison with those who did
not attend the program?

1.5 Scope of the study

1.5.1 Content scope

The study will explore the impact of early childhood education on the pupils’ later educational
ability in selected primary schools of Maliba Sub County, Kasese didtrict Uganda. The study will
compare the educational ability, the language proficiency, the interaction and the parent's attitude
towards education of all children who have attended preschool, to those who have not.

1.5.2 Time scope

The study will consider the content from 2021 to 2023 following the analysis of the impact of
early childhood education on the pupils’ later educational ability in selected primary schools of
Maliba Sub County. The study is planned to take five months, from April to September.

1.5.3 Geographical scope

The study will be conducted in Maliba Sub County, Kasese district in Uganda to assess the
impact of early childhood education on the future educational ability of pupils. Maliba Sub
County is in Busongora county, Busongora North constituency in Kasese district. . Kasese
district is located in western Uganda, 420 kilometers from Kampala and 70 kilometers from the
border with the democratic Republic of Congo.

1.6 Significance of the study

Uganda is one of those countries which have implemented early childhood education in
haphazard way. The program receives little funding from the Government. I believe when this

3
research is complete and disseminated, the government will find it important to sensitize them of
the urgency of quality early childhood development for every Ugandan young citizen.

The ideas will be borrowed to sensitize the teachers on how to offer meaningful learning
opportunities for the young children to access. It is also intended to teach the parents about the
need to take their children to pre-school.

4
1.7 Conceptual Frame work
Future success
 Responsible
Impact of early child
citizens
education
 Good leaders
with sounding
skills

Personal life
 Good
interpersonal
skills
 Intellectually
upright
 High thinking
capacity\
 High listening
skills
 Good command
in English
language

5
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction
This chapter examines views of prominent early childhood educationists to have an in-depth
understanding of the benefits of children who participate in pre-school programs.

2.1 Early childhood education

Early childhood education is that informal education geared towards developing the child's
mental capabilities and its physical growth. Research evidence indicates that the child's fastest
growth in physical, mental and socio-emotional traits take place during their first five years. It is
the time when the child is most vulnerable to environmental influence (Ngaroga, 2016).

ECDE program is therefore crucial in laying a foundation for further education and training,
investing in early childhood development has been reported to have returns and therefore it must
be an objective in all regions to reduce the proportion of the population living in poverty.

Reynolds et al (2011) observed that early childhood programs benefit the society and are a boom
to the economies of both developing and developed countries. In the case of the Sub Saharan
Africa these programs are essential for improving the quality and capacity of populations
increasing adult productivity and mitigating the effects of poverty, disease and civil strife
(Ramey et al, 2010).

In this world of poverty and inequality children have ended up growing up in deprivation and
consequently miss much of the trajectories for physical growth, mental growth and for cognitive
social and emotional development, which are said to set very early in their lives. According to
Pumaphi (2017) poverty and weak human development outcomes go hand in hand. Poverty
correlates with short, medium and long term negative consequences such as high mortality rates,
malnutrition, low school enrollment and achievement. Since children cannot have the adequate
nurture at home due to poverty, then school intervention must immediately take over this nurture.
That is why early childhood education must be emphasized in all countries including Kenya to
help compensate for the young children's development deficits.

Ramey et al (2010) advised that early childhood development intervention must be considered as
one of the remedies of failures in health or educational systems and as a means of economic

6
growth. Universal access to high quality ECD program should be a basic step toward reducing
poverty, promoting equality and equity, and building human capital which is determinants of
human economic growth and civic societies (Van der gaag, 2012).

Uganda like any developing country hardly needs this intervention because a large number of its
citizens are living under poverty. It is true that most children have got development deficits and
these have long term consequences and yet are difficult to reverse.

2.2 Early childhood development and population health and well being
Historically, enhanced early childhood development in the society has led to improved health
and well-being of populations and to prosperous, democratic societies. Analysis of the social and
economic history of Western countries over the past show that countries such as Great Britain
became more prosperous after the start of industrial Revolution. This greater prosperity was
associated with improved standards of living, social change, increasing democratic society and
improved health. But all the above were only achievable through investing in education
(Mustard, 2000). That is why it is important to invest in the next generation health. This can only
be possible by establishing experience-based brain and biological development in early years of
children's lives (Mustard, 2006). The foregoing according to Mustard can set basic competence
and behavior of individuals in respect to how they cope and contribute to the society in which
they work. Kenya also needs a competent population and can also achieve this by investing in
early childhood education. But how has Uganda gone about in achieving this?

Ngaroga (2016) highlighted that government had registered the need to implement early
childhood education in the country because according to the statistics available, 20% of the
nation's population belongs to the age group of 0-5 years of age. Government therefore is in the
process of implementing programs which are in line with millennium development goals which
emphasizes education for all (EFA), hence the need to examine the levels of education and
health.

2.3 Early childhood education in Uganda

It has however been observed that in Kenya enrollment into ECDE centers remain as low as 35%
of the relevant age group. Thus a large group of children who enroll in primary have not passed
through the ECDE programs. This has negative consequences for the educational progress of
these children. But why this low enrollment?

7
According to Ngaroga (2016), government has done little to facilitate ECDE programs in the
country; the current expenditure 1s only 0.1 percent while primary education is free. The rest is
financed by parents associations, local government authorities, religious, and welfare and private
organizations. Worse still, over 57% of teachers in ECDE centers are untrained while others
under trained.

The service provision of ECDE is not properly coordinated due to lack of policy to guide the
programs. With all the above loopholes in the ECDE programs does the Government of Kenya
realize that it is wasting the most valuable resource which could help realize its economic
stability? Have they carried out any assessment of the progress of children of early childhood
education centers? Do they realize that ECDE programs have high returns?

2.4 Benefits of ECDE programs in Uganda

According to Schweinhart (2005), investing m early childhood development has been reported to
be beneficial in the following ways:- Reduces the population living in poverty. It also improves
equity literacy, health and income. It reduces violence. It enhances social stability. It improves
the quality of human capital. It embraces opportunities in modern knowledge based economies.
It helps to sustain the biosphere in future populations.

The above benefits are however long term and may take long to be realized. It therefore
important to establish the immediate and tangible benefits of ECDE programs. In order to
establish it is important to observe the products of the program in comparison with those who did
not access it, but are all in the same system. That is why this study focused on the educational
activities. It observed two categories of children and those who did not participate in the program
comparison with those who had just joined primary school.

2.5 Educational achievement and child participation in ECDE programs

Schweinhart (2015) who conducted an evaluation of the outcomes of ECDE program,
specifically the high/scope peer pre-school study and Michigan school readiness, made the
following observations; that graduates of preschool programs were significantly better in
language and literacy creative representation, music and movement, initiative and social relations
compared with their non-program class mates.

8
In the same study, Shweinhart reported that the elementary school teachers rated the program
children more interested in school and were more likely to take initiative, have good attendance
and retained learning. In other words they were ready for school, compared with their non-
program class mates. It also established that parents whose children had attended pre-school
were more involved in schools activities and often talked with their teachers.

The same observations can be made in our own children make comparison in order to ascertain
the magnitude of the problem of nonparticipation in ECDE program. Ramey et al (2000) m an
isolated study also observed and considered ECDE programs as one intervention which can
remedy the failures health or educational systems and as a means of economic growth.

According to this group of researchers, unprepared children "fall" and then providing the
remedial "pull out" or compensatory programs or requiring them to repeat grades may not even
help to watch up and then achieve the grade level. Government of Uganda must wake up to such
observations if it is to achieve the millennium goal of EFA it must begin examining such
findings in comparison to what exists on its soils as far accessing of ECDE programs.

2.6 Participation in ECDE and reading and literacy

Komarek (2018) observed and contributed that literacy was the basis of all modern skills, and
regarded illiteracy as a problem related to backwardness and underdevelopment which also
contributes to separateness and isolation of people. If literacy is supposed to improve the lives of
those who are now learning to read and write, then teachers have to reflect how best to impart
these reading and writing skills.

According to Mustard (2016), in the modern technological world adults who cannot read or who
read but have difficulty in understanding are severely disadvantaged. He further states that often
they are in the lower echelon of occupations and may live at the margins of the society, unable to
compete and succeed in the market place. But the same researcher went on to highlight that brain
development in early year's influences language and literacy. And those individuals who acquire
the second language during their early years find it easy to learn third and fourth languages later
in life. It would appear that the neurons in the auditory context that respond to sound develop a
sensitivity to sounds of different languages in early life that make it easier to differentiate the
sounds and develop neurological pathways necessary for capability with multiple languages.

9
The above citations imply that children aged between 3-5 years must be given a chance to attend
ECDE centers in order to acquire language and literacy if they are succeed in life. But as already
cited many children country wide have already missed this opportunity and there is little that can
be done.

10
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction
This chapter intends to investigate the impact of early childhood education on the learner's later
achievement in school in the selected primary schools of Maliba Sub County Kasese district. The
following research strategy will be employed in the study.

3.1 Research Design

The research will take a descriptive approach to investigate the problem. Both quantitative and
qualitative techniques will be employed to help analyze the data that will be collected from the
field.

3.2 Study area

The research study will be carried out in Maliba Sub County in Kasese district in the selected
primary schools. The primary schools in Maliba Sub County are arranged into two strata; the
private owned and government aided schools. These schools will be selected purposively where
one from private primary schools and two from government aided schools will be selected
respectively.

3.3 Study population

A study population should be one that is affected by the problem under investigation and enables
generalization of the findings to the entire population and leads to the selection of a sample that
never destroys the characteristics of the elements of the entire population (Amin, 2005). The
population for this study will comprise of early childhood children/learners and teachers from the
three selected primary schools in Maliba Sub County, Kasese district, Uganda.

The research feels that primary schools constitute a fairly large enough sample to be the
representative of all Ugandan primary schools and to a large extent tend to provide a large
number of teacher representation of the range and diversity found in primary schools. In all, a
total of 150 respondents will be targeted.

11
3.4 Sample size
The sample size will be 150 respondents from 172 population using D.W.Morgan (1970)

Table 3.4.1 Sample Size and Composition

Category of respondents Study Sample Size Sampling strategies
Population
Head teachers 03 03 Purposive sampling
Teachers 50 56 Purposive sampling
Pupils 67 66 Stratified sampling
Parents 30 49 Purposive sampling
Total 150 172
Source: R.V.Krejcie and D.W.Morgan (1970)

3.5 Sampling Technique

3.5.1 Purposive Sampling

This is a technique where sampling units are selected according to the purpose. In this study,
purposive sampling technique will be applied to select subjects that are considered to be relevant
for the study. However, judgment of the investigator will be more important than obtaining a
probability. The purposive sampling technique, also called judgment sampling, will be the
deliberate choice of an informant due to the qualities the informant possess. It will be a non-
random technique. The results of purposeful sampling are usually expected to be more accurate
than those that may be achieved with an alternative form of sampling.

3.6 Types and Sources of Data

The researcher will use both secondary and primary data sources. The secondary data will be
collected from literatures such as text books, archives, online libraries, newsletters, internal and
national assessment reports, and manuals from the relevant ministries and development plans.

On the other hand, primary data will be directly collected from the respondents by self-
administered questionnaires and personal interviews

12
3.7 Data Collection
The following methods will be used in this research for data collection:

3.7.1 Interviewing
Interviews are usually conducted face-to-face and involve one interviewer and one participant.
Interviewing is one of the major methods of data collection that the researcher will use during
data collection. Interviewing method will help in collecting data directly through face-to-face
interactions. Furthermore, an interview guide will be developed in advance and in a sequence
that makes sense to interviewees.

3.7.2 Questionnaire
The researcher will construct a simple, clear, and straight-forward questionnaire for the ease of
respondents’ understanding and interpretation. In other words, the questionnaire will be very
smart (specific, measurable, achievable, realistic and time bound) for the comfort of respondents.
A structured questionnaire consisting of both open and close-ended questions based on a set of
questions in relation to the study objectives will be administered to solicit information from
literate respondents.

3.8 Data collection instruments

3.8.1 Questionnaire
A questionnaire will be used to collect primary data in order to ensure organized procedures and
control of the scope of responses within the objectives and research questions of the study. The
questionnaires will be designed and administered to a sample of head teachers, teachers, parents
and pupils.

Questionnaires are preferred because they are convenient as respondents fill them during their
free time and have a chance to consult for views and information about the research problem.
The respondents for the sample are quite big and the time may be limited rendering the
questionnaire the ideal to be the data collection tool. Given the nature of respondents who are
busy and scattered, this is an ideal approach and instrument to collect data.

3.8.2 Interview
The researcher will use face to face interview method as recommended by Sekaran (2003) and
Barifaijo et al. (2010) to gather in-depth data through direct verbal interaction. The interviews
will be conducted with citizens. Interviews will be used because they will help the researcher in

13
getting first-hand information, clarify the questions by using the appropriate language, clear
doubts, and establish rapport and probe more information from the respondents. The researcher
will conduct interviews with citizens in relation to the set objectives of the study. It will allow
face to face interactions and clarification on contentious issues which may arouse.

3.8 Data Collection Procedure

On commencement of the study, the researcher will obtain an introductory letter from the Dean
Faculty of Education at Team University. This letter will be administered to the authorities of
Maliba Sub County who will grant permission to the researcher to carry out the research study.
The researcher will seek for consent from respondents through writing a letter that will
accompany the questionnaire during data collection.

The researcher will administer the questionnaires to the identified respondents and carry out face
to face interviews by the help of the interview guides. A review of relevant documents based on
the theme of the study will be done. Data will be collected in a period of three months after then
a research report will be compiled.

3.9 Data Analysis

Qualitative analysis will be used to edit the data and reorganize it into meaningful shorter
sentences. These will be then presented as quotations to supplement the quantitative data in order
to have a clear interpretation of the results. Descriptive statistics such as frequencies and
percentages will be generated. These will be presented in tables to give clear interpretation of the
findings

3.10 Ethical Consideration

The researcher will seek for informed consent to carry out the study from all the respondents. As
a primary goal of ethics in research, the researcher will ensure that no one is harmed or face
adverse consequences from research activities.

The researcher will contain and hold the privacy and confidentiality of the respondents’
information. Given the role that research plays in shaping public administration area, the
researcher also will make every effort to ensure that issues are truthfully presented, and handled
meticulously throughout the research process, while maintaining objectivity.

14
The researcher from time to time will seek guidance from the academic supervisors. Every effort
will be made to acknowledge sources of information that will be consulted or utilized in the
course of the research.

3.11 Limitations of the Study

The researcher is likely to face methodological problems as in interviewing respondents, who in
any case become suspicious of ill motives by the researcher. An honest relationship will
developed to overcome this by requesting the respondent to advise accordingly on how he/she
can be questioned.
Questionnaire retrieval, leave alone filling it, may take a lot of time which delays the whole
research process. The benefits of such an exercise will be however, explained to the respondents
for easy cooperation.
There is likely to be limited local literature on the phenomenon under study. The researcher will
utilize local sources, research reports, internet, and published documents in order to gather
enough literature for the study.

15
 REFERENCES
Alexander, KL; D.R Entwistle and Lis Olson (2001). School achievement and inequality: A
seasonal perspective. Educational evaluation and policy analysis 23 (2), World Bank.

Shcweinhart L.J.J Montie, Z. Xiang; W.S Barnett, C.R Belfield and M'Nore (2005). Life time
effects; the high scope perry preschool study through age 40. Ypilanti, Mich: High Scope press

Mustard J.F (2000). Does Early childhood matter for human development and health literacy
Review Canada 8 (8)

Mustard JF (2006). Early childhood development and experience based brain development; the
scientific underpinning of the importance of early child development m globalized world; Final
paper vision Washington DC

McEwen B (2002). The end of stress as we know Washington DC; Joseph Herry Press.

Mustard F (2000). Early childhood development and experience based brain development. The
scientific underpinnings of the importance of early childhood development in a globalized world.
Final paper version Washington DC

Reynolds AJ, J.A Temple, DL Robertson and E.A Mann (2001). Long term effects of
psychological development. Findings from a study of Romanian Adopless; development
psychology, World Bank

Van Der Gaag, J (2002). From child development to human development. In Me Young ed.
From early childhood development to Human Development Washington DC; World Bank

Reynolds, A J J.A Temple, DL Robertson and E.A Mann (2001). Long term effects of an early
childhood intervention on educational achievement and Juvenile Journal of American Medical
Association

Komarek MC (2003). Literacy at stake: Teaching ready and writing in African Schools:
MacMillan publishers. Namibia Ngaroga J (2006). Education for primary Teacher education
revised edition East African Educational publishers LTD Nairobi Kenya

Ramey CT, FA Campel M Burchinall, ML Skinner DM Cardres and SL Ramey (2000).

Persistent effects of early childhood persistent intervention on High risk children and their
mothers. Applied developmental science.
16
APPENDICES

Appendix A: A Questionnaire for learners

Dear Respondents, I am carrying out a study on the impact of early childhood education on
children's academic performance. Any help offered to me shall be highly appreciated.

Please tick or fill in where applicable

SECTION A: Academic performance of learners

1. Children who have attended preschool perform better than those who did not.
Agree

Disagree

Not sure

2. Children who have attended preschool can reason better and solve mathematical
problems than those who did not
Agree

Disagree

Not sure

3. Children who have attended preschool are more creative and initiative than those who did
not.
Agree

Disagree

Not sure

4. Children who are preschool graduates attend school regularly and complete primary
school section
Agree
17
Disagree

Not sure

Preschool graduates are often more fluent in expression and have better reading skills than those
who are not

Agree

Disagree

Not sure

18
Appendix B: A Questionnaire for teachers
Dear Respondents, Am carrying out a study on the influence of early childhood education on
children's academic performance; any help offered to me shall be highly appreciated Please tick
or fill in where applicable.

Your age...................................................................................

Your Professional qualification ............................................................................. .

Academic...................................................................................

How many years have you taught in this school?

Do you have children in your class who have:

Agree Disagree
Not attended preschool
Attended preschool

Children who have attended preschool are usually;

Agree Disagree Not sure

Cooperative
Less aggressive
Stress free
More attentive in class

Parents whose children are preschool graduates are more involved m school activities than those
whose are not

Agree

Disagree

Not sure

19