Do Learning Facilities in a Pre-School set up Influence use of Games in Teaching Mathematical Concepts

Abstract

Availability of learning materials, tools and equipments is key in the game based learning of mathematical concepts. The purpose of this study was to establish the extent to which learning facilities influence use of games in teaching of mathematical concepts in preschools. This study employed a descriptive survey design. Stratified sampling technique was used to ensure proper representation of the whole region. Standardized formula was used to arrive at a sample size of 29 pre-school teachers. Data was analyzed using descriptive statistics such as frequency, percentages, mode, mean and standard with the help of Statistical Package for Social Science (SPSS). Tables were used to present the results. Qualitative data was summarized and presented in prose form. The findings indicated that learners only engaged in games during break time as stipulated by the extra-curricular curriculum, but without the guidance of their teachers. The study recommends that mathematics should have enough periods to accommodate the use of games in the classroom to enable teachers achieve their objectives based on acquisition of specified mathematic concepts.