Exploring the effect of caregivers’ training on preschoolers’ literacy and numeracy learning outcomes in Machinga district – Malawi.
Date
2024
Authors
Masamba, Nellie
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This research investigated the effect of trained caregivers on the literacy and numeracy learning outcomes of preschoolers’. The purpose of the study was to investigate the impact of caregivers' training on the literacy and numeracy learning outcomes of preschoolers in Machinga District -Malawi. The objectives were to assess the effectiveness of trained caregivers in improving literacy and numeracy learning outcomes of 5years old children in CBCCs, to establish how ECD caregivers employ strategies that have a significant impact on preschoolers’ literacy and numeracy skills from the training program and to explore influence of strategies employed by caregivers that support literacy and numeracy learning outcome in preschoolers. The research employed mixed-methods approach to comprehensively explore the impact of caregiver training on preschoolers’ literacy and numeracy learning outcomes. Sequential exploratory design was used. Quantitative data was collected through quasi experiment whereby children in Community Based Childcare Centres (CBCCs) which are public preschools in Malawi with trained caregivers were assessed through administering of an assessment test using International Development and Early Learning Assessment tool (IDELA) while children of the same age in CBCCs with untrained caregivers was a control of the study. The standardized tests measured literacy and numeracy proficiency.A sample size of 70 children aged five years who have been at the CBCC for not less than one year, 5 caregivers and five parents drawn from 3 CBCCs with all trained caregivers and 3 CBCCs with untrained caregivers to control using purposive, random and stratified sampling. The data was statistically analyzed to determine if there is a significant difference in numeracy and literacy learning outcomes between the two groups of children. Classroom observation of how Early Childhood Development (ECD) caregivers interact with children, pedagogy used and the environment was done using Measuring of Early Learning Environment (MELE) tool. Analysis of variance (ANOVA) was used to compare variances across the means and regression analysis was employed to establish how some confounding variables may impact literacy and numeracy learning outcomes in children.
On the other hand, qualitative data was gathered through semi-structured interviews and observational guide from caregivers and parents on how caregivers interact with children respectively. The qualitative component provides valuable insights into the specific practices and strategies employed by trained caregivers, as well as the experiences of caregivers and parents. The findings from the research are that mean score of expressive language was 73.26% in CBCCs with trained caregivers which is slightly high than mean score in CBCCs with untrained caregivers at 66.81. Similarly receptive language with a mean score of 68.03 which is higher than 41.23. A mean of 68.19, Standard deviation of 16.392. In CBCCs with untrained caregivers scored a mean of 55.87, standard deviation of 26.678. This suggest that children in CBCCs with trained caregivers scores better than children in CBCCs with untrained caregivers hence caregiver training effect on literacy and numeracy learning outcomes. The study provides actionable insights of recommendations including having standardized ECD trainings, reinforcing play based learning and resourcing the CBCCs. The findings of the study are expected to contribute significantly to the field of early childhood education care and development by shedding light on the effectiveness of caregiver training program in improving preschool children's literacy and numeracy skills. This study holds the potential to inform policymakers, educators, and caregivers about evidence-based practices that can positively impact early literacy and numeracy learning outcomes.
Description
Thesis of Master of Education in Early Childhood Development, Care and Education