Influence of Learners’ Environments on Learners’ Literacy Outcomes of Early Years of Education




Early Years of Education, Learners’ Literacy Outcomes, Supportive learning Environments


Learners’ supportive environments have a significant effect on what goes on in the classroom. Supportive learning environments have the greatest impact on learners’ literacy outcomes. Factors such as language policy and interactions in the classroom have a big influence on the learners’ literacy outcomes. The present study investigated a group of grade three learners’ literacy outcomes in lower primary schools in Bungoma central sub-county in relation to the factors that influenced the learning environments of the classroom. The descriptive survey design was used to sample participants in the study. A sample size of 91 participants was involved, consisting of 48 grade three learners, 24 grade three teachers, 12 head teachers, 6 parents, and a sub-county education officer. Simple random sampling was used to sample out grade three teachers, parents, head teachers, and a sub-county education officer. The data was analyzed using descriptive statistics. Unstructured questionnaires were used to investigate the physical design of the classroom and their influence on literacy outcomes among learners in early years of learning in Bungoma Central Sub-County. Findings of the study indicate a negative correlation between learners’ literacy outcome and the physical design of the classroom (class size) (r = 261, p<0.5). Based on this finding, it is recommended that grade three teachers individualize teaching based on assessment results, embrace whole-class curriculum materials, and recognize individual differences. Policies must be established to guarantee that classrooms are conducive to learning and motivate learners to strive for higher academic accomplishment.


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How to Cite

Wasike, P. K., Khasakhala, E. O., & Ayaga, G. N. (2024). Influence of Learners’ Environments on Learners’ Literacy Outcomes of Early Years of Education. African Journal of Empirical Research, 5(1), 241–248.