The effects of early childhood education on academic performance of primary school pupils in selected schools in mfoundi division

Abstract

This study examines the impact of early childhood education (ECE) on academic performance in the Mfoundi Division, focusing on how access to and participation in ECE programs influence cognitive, social, and emotional development. Given that the percentage of access to quality childhood education in the Mfoundi division is relatively low, utilizing amixed-methods approach, the research integrates quantitative data from academic performance records with qualitative insights from interviews and observations. The study involves 100 pupils, aged 0 to 8 years, including those who have attended ECE programs and those who have not, along with their parents and educators. Key instruments include questionnaires, semi-structured interviews, observational checklists, and academic performance records. The study used the t-test and ANOVA to analyse the quantitative data, for the interview and observation guide, the thematic analysis is used. The findings reveal that children who attended high-quality ECE programs demonstrated significantly better cognitive skills, social interactions, and emotional regulation compared to their peers who did not participate in ECE. Interviews with parents and educators highlighted perceived benefits, including enhanced curiosity and enthusiasm for learning, while also identifying challenges such as limited resources and socio-economic barriers. Observations of ECE centres underscored the importance of classroom environment, teacher-child interactions, and availability of learning materials in fostering positive educational outcomes. The study concludes that ECE plays a crucial role in preparing children for academic success, emphasizing the need for improvements in program quality, increased parental involvement, and addressing socio-economic disparities. Recommendations include increasing government funding, providing professional development for teachers, and enhancing community support for ECE programs. These findings contribute to a broader understanding of how early educational interventions impact long-term academic performance and inform strategies for optimizing ECE delivery in the Mfoundi Division.