Influence of interactive teaching methods on achievement in mathematics among preschool children, in Nyang’oma zone, Muhoroni district, Kenya

Abstract

The place of mathematics in the curriculum and the achievement of the children studying it have been identified as needing special attention. Mathematics is widely recognized by pupils, parents and teachers to be the important qualification for employment or for further studies. Many teachers teach mathematics without knowing enough about the subject or about the current ideas of teaching it. The purpose of this study was to investigate the influence of interactive teaching methods on pre-school children’s achievement in mathematics in Nyang’oma zone, Muhoroni District. An expost facto research design was used in the study. The study targeted a population of 18 preschools, 54 teachers, and 720 children. The instruments for the study were questionnaires, interview for teachers and document analysis guide. Data were analyzed using descriptive statistics. The statistics calculated were frequencies, means and percentages. The findings of the study established that Interactive methods greatly promote the achievement of the child in mathematics activities. Most children who were involved in using interactive methods in learning recorded high mean scores in number work activities. Therefore the study recommends the use of interactive methods in preschools to promote children’s achievement in mathematics. Teacher’s qualification, workload and participation of children are among other challenges that tend to affect the achievement of mathematics in the zone. The study further recommends that more teachers be recruited since this would have a direct impact on children’s achievement through a change in teaching methods, and teachers with high experience in mathematics teaching be designated as baby and middle class instructors. The ministry of education to in-cooperate SMASSE programmes in ECDE to increase competence in handling the methods used in mathematics instruction, and a uniform test as a measure of learners ability on qualification to join standard one. Further research to be carried out to compare the most method used with learner’s general feelings, and advanced research be carried out to verify how long it would take with in progress preschool to use interactive teaching methods