| dc.description.abstract | The study investigated the impact of instructional materials on learning of number value in preschool in Mathira East District, Kenya. The study aimed at achieving the following objectives; determining the impact of instructional materials on transfer of number value skills to simple computations in preschool mathematics; examining the impact of instructional materials in helping children with learning difficulties in number value; and finding out the impact of learning materials minimizing the conceptual errors in learning number value in preschool. A teaching experiment that involved constructivism approach to determine the learning of number value was used. Preschool children aged between 4 to 6yrs participated in the study in Mathira East District in Kenya. The study used quasi experimental design to test the effect of materials used to teach number value by incorporating an experimental group and a control group. The sampling method used combined stratified and random sampling procedures where the schools were stratified into urban and rural categories. Random sampling was applied in classifying the schools into experimental and control groups. Data for the study was collected from pretest scripts, post test scripts, questionnaire and observation schedule. The data was analyzed both quantitatively and qualitatively using averages, standard deviation and correlations, and presented through charts, tables and graphs. The findings of the study suggest that use of instrumental materials on learning of number value has a positive impact. Children learn better when they construct their knowledge through use of manipulative materials. At the same time, learning materials help to minimize the learning difficulties and errors in number value. The study recommended the use of materials, instructional approach and production and supply of materials in order to boost acquisition of number work skills in young children. | |
