Effect of Pre-primary Experience in Numeracy and Literacy Skills on Primary Schools’ Performance in Mkuranga District

This study aimed at finding out the effect of pre-primary experience in numeracy and literacy skills on primary school performance in Mkuranga district. Specifically, the study was intended to determine extent to which pupils in Mkuranga have attended pre-primary education, assess the performance differences between pupils who have attended pre-primary education and those who have not attended in terms of numeracy and literacy as well as evaluate their teachers’ perception on the curriculum content coverage between pupils with pre-primary experience and those without. The study used quantitative approaches in which SPSS was used to analyze data. The study found that there is small difference between pupils with pre-primary experience and those without pre-primary experience in terms of their numbers. Where by 55% of the sample students were found to have pre-primary experience and 45% were found to have no pre-primary experience. In addition, pupils with pre-primary experience had high performance chances than those without pre-primary experience in both grade two and four. Furthermore, there is similar gaining between boys and girls with pre-primary experience. Pupils with pre-primary experience are perceived by teachers to have high ability of covering the curriculum than pupils than those without pre-primary experience. The study has concluded that pre-primary education enhances primary educational achievements. It was recommended that pre-primary school education should be encouraged by providing pre-primary educational facilities such as (classrooms, instructional materials, and equipments) needed for the success