How Small is Small? Effectiveness of Small Groups in Learning: A Case of Tayari Early Childhood Program

• In Event: ECE and literacy outcomes

Proposal

Setting up groups in the classroom promotes processes that have both social and instructional effects (Rosenbaum, 1980). From a socio-cognitive perspective, learning is a cognitive process embedded in social contexts, so both social and cognitive factors influence the outcomes of learning processes (Bennett et al., 2009; Tierney & Rogers, 1989). From a socio-cultural perspective, learning is socially constructed during interaction and activity with others, so there is interdependence of social and individual processes in the co-construction of knowledge (Vygotsky, 1978). From the literature, evidence shows that putting learners in small groups during instruction, ensures meaningful social interactions take place and enforces acquisition of skills and concepts. Early childhood Development research supports the fact that the more quality contact children have with their peers and a competent adult, the greater the positive impact it can have on learning and development (Pianta 2006).

In Sub-Saharan Africa, there has been a dearth of research examining the relationship between classroom group size and learning outcomes. This exploratory study seeks to begin filling this gap and addresses the following research questions: 1) Does teaching focusing on small groups affect learning achievement in literacy and numeracy? 2) Does teaching focusing on small groups differ by grade? 3) What do teachers consider when grouping learners at the pre-school level? The study used primary and secondary data collected during implementation of the Tayari Early Childhood Education and Development program, a pilot programme implemented in four counties of Kenya. Data was collected through classroom observation and was triangulated with results from a longitudinal study that began in 2016 and follows approximately 2,800 4- and 5-year olds. Results showed a positive relationship between improved learner outcomes when they are seated in small groups. This paper outlines recommendations for teacher training, classroom management and informs programmes and policy in the region to enhance instruction in the early years.

Authors

• Evangeline Nderu, RTI International

• Tabitha Kilonzo Nduku, RTI International

• Moses Oyagi, RTI International

• Domnick Okullo, RTi International