Influence of Constructivist Pedagogical Approaches on Implementation of Grade Three Competency Based Mathematics Curriculum in Public Primary Schools in Kisumu Central Sub-county, Kenya

Abstract

The objective of this study was to examine the impact of constructivist pedagogical methods on the implementation of a competency-based mathematics curriculum for Grade Three in public primary schools located in Kisumu Central Sub-County, Kenya. The objectives of the study were to examine the impact of utilizing constructivist group work as a teaching method on the implementation of the Grade mathematics curriculum, to assess the influence of employing constructivist games as a teaching method on the implementation of the Grade Three competency-based mathematics curriculum, to determine the effects of utilizing constructivist radio as a teaching method on the implementation of the Grade Three competency-based mathematics curriculum, and to establish the influence of utilizing constructivist tablets as a teaching method on the implementation of the Grade Three competency-based mathematics curriculum in public primary schools located in Kisumu Central Sub-county, Kenya. The research was based on the theoretical framework of Lev Vygotsky's Social Constructivist Theory. The research employed a mixed methods approach. The sample size consisted of 168 participants, including 29 head teachers, 29 panel heads, 81 grade three teachers, and 29 PTA members. These individuals were selected from public primary schools located in Kisumu Central Sub-County, Kenya. The sample consisted of 54 respondents who were selected using a stratified simple sampling procedure. The sample for this study comprised of 27 educators teaching grade three mathematics, 9 individuals serving as head teachers, 9 individuals holding the position of panel chairmen, and 9 members of the Parent-Teacher Association (PTA). A questionnaire was distributed to mathematics instructors in the third grade, as well as to head teachers and panel chairs. Interviews were conducted with members of the Parent-Teacher Association (PTA). Descriptive and inferential statistics were generated using SPSS version 22. This study has determined that the utilization of group work, games, radio, and tablets as teaching methods accounts for 81.0% of the variation observed in the implementation of grade three mathematics curriculums. The results of the correlation study indicate a robust positive link between the utilization of the group work teaching technique and the successful implementation of the grade three mathematics curriculum (r=0.667; p value=0.000<0.05). The utilization of games as an instructional approach exhibits a moderate positive connection, which is both statistically significant and supports the execution of the grade three mathematics curriculum (r=0.536, p value=0.002<0.05). The teaching technique of radios exhibits a modest positive association, which is statistically significant, with the successful application of the grade three mathematics curriculum (r=0.404; p value=0.000<0.05). The use of tablets in educational settings exhibits a robust and statistically significant association with the successful execution of grade three mathematics curriculum (r=0.650; p value=0.000<0.05). The present study revealed that a significant majority of teachers, specifically 89.2%, employed the instructional strategy of group work when teaching grade three mathematics in public primary schools located in Kisumu Central. The utilization of gaming as a pedagogical approach in teaching grade three mathematics is limited to a mere 14.8% of instructors, primarily attributed to the insufficiency of gaming resources inside educational institutions. None of the teachers utilize radio as a teaching tool for mathematics due to its limited capacity to visually represent and effectively convey mathematical concepts. A significant proportion (70.4%) of public primary schools in Kisumu Central possess an ample number of tablets for the purpose of instructing mathematics, together with reliable internet connectivity. Nevertheless, it has been found that a significant proportion of teachers, specifically 51.9%, lack the necessary abilities and competencies to effectively utilize tablets as a tool for teaching mathematics. Therefore, it is recommended that Mathematics teachers in grade three of public primary schools in Kisumu Central undergo refresher training in order to acquire the necessary skills and competencies to effectively implement constructivist pedagogical approaches in the teaching of mathematics. Additionally, the administration of public primary schools in Kisumu Central should procure an adequate amount of gaming resources and facilities to enable grade three mathematics teachers to utilize the gaming method in their instruction of mathematics. Furthermore, grade three mathematics teachers should receive training in information and communication technology (ICT) to equip them with the skills and competencies needed to integrate the use of tablets in the teaching of grade three mathematics. Lastly, it is advised to incorporate more suitable visual aids and teaching materials in the instruction of mathematics.