Determinants of teachers' use of learner centered approaches in teaching mathematics in pre-primary • schools in Kyeni South Division, Embu County Kenya
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Date
2014
Authors
Kabuthi, Emma Mukami
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Though the objectives of teaching mathematics at pre-primary school level are to develop
child's interest towards mathematics, to develop mathematical skills and concepts, studies
have revealed that there has been a trend of poor performance in numeracy work among the
pre-primary school pupils. In order to establish the origin of the problem, it is necessary to
focus on the methods used to teach mathematics. This is because teaching methods have been
cited as an essential factor to how much the pupil will understand and retain the knowledge.
At pre-primary school level, use of learner centered approaches is advocated by the National
Early Childhood Development and Education (ECDE) Service Standard Guidelines. Studies
conducted have revealed that learners greatly achieve when instructed through learner
centered approaches. However, there exists history that shows that implementation of these
approaches is riddled with stories of failure due to lack of sufficient knowledge and skills to
use the approaches, insufficient resources and large class size. The central intention of this
study will be to find out the extent to which pre-primary school teachers use learner centered
teaching approaches in teaching mathematics and establish the factors influencing their use.
Carl Rogers Theory of Person Centered Approach (1967) will guide the study. Rogers
believed that if the process of learning were freed, would lead to self-actualization and
learning which is more rapid, more thorough and lasting than traditional learning. The study
will employ a descriptive design using survey method while questionnaires and observation
schedules will be used to collect data. The study will be conducted in Kyeni South Division
in Embu County. Purposive sampling will be used to select the location of study while
stratified sampling and simple random technique will be used to select the schools. The target
population will consist of all the 34 pre-primary schools in the division. The sample will
consist of 18 pre-primary schools and teachers in the sampled schools will voluntarily
participate in the study by signing a consent form. In case there will be more than one teacher .
in the selected schools, the researcher will select a teacher who has taught in the school for a
longer period. Content validity and test-retest techniques will be used to determine validity
and reliability of the instruments. Data will be analyzed by use of descriptive statistics, which
will consist of calculation of various measures of central tendency (means, frequencies and
percentages). Data will be presented using tables' charts and histograms according to the
objectives of the study.
Description
Department of Early Childhood Studies