Effects of manipulative instructional resources on children’s performance in number recognition in Likuyanidistrict, Kakamega county, in Kenya
Abstract
The study
set out to establish whether manipulative learning resources influenced
children performance during their learning of number recognition. A quasi experimental
research design was used. Data was collected through
questionnaires for te
achers
a
n
observation schedule in the class and pretest and
posttest
for the children in the
participating schools.
Data was presented in
tables,
line graphs and bar graphs. Data
analysis was done by the use ANCOVA at alpha of 0.05.The results indicated t
hat use of
learning manipulative instructional resources helped the learners perform well in the
learning of number recognition. And that teacher‟s attitude towards use of manipulative
instructional resources affected their frequency of use during the less
ons. The study
recommends concerned parties should ensure that preschool classes are equipped with
relevant manipulative instructional resources. There is need for the Quality and Standards
Assurance
officers visit preschool teachers more frequently and pr
ovide their guidance on
the importance of using manip
ulative instructional resources in teaching mathematics
Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [6020]