Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Peter Kajoro

Department

Institute for Educational Development, East Africa

Abstract

The study investigated the resources used by teachers at “Ngovi” Primary School in Kilifi County- Kenya, to teach and learn mathematics addition to grade three learners. It aimed to comprehend how teachers select, adapt, and integrate resources to develop effective teaching strategies, address learning needs, and optimize curriculum design. The importance was to equip teachers’ use resources when teaching mathematics addition for better understanding. Researcher used participatory action research design as a study methodology and a qualitative research approach. Researcher gathered information on the subject at a Primary School through focus group discussions, classroom observations, and interview questions such as What are the benefits of using teaching resources? The researcher purposefully picked three teachers from the teacher population as participants from the sampled school. Data was categorized using a coding method to identify themes from the raw data received throughout the data-collecting period, and then the material was examined using narratives. Through data analysis, it was determined that primary school teachers view the usage of teaching and learning resources as crucial to the teaching of mathematics and that some resources help learners become more interested in learning. Additional data showed that teachers employ a variety of resources to teach mathematics, both purchased and locally sourced. However, several obstacles hinder the use of teaching and learning resources to teach mathematics, including big classes, insufficient knowledge and skills, and lack of support. However, using educational resources to teach mathematics has become challenging. Recommendations were made to the teachers and school administration based on the findings. These were to ensure that the use of teaching resources should be accompanied by teacher training, supplying teaching resources that are difficult to improvise, and obtaining resources from the surrounding environment. Despite this finding, further investigation may be necessary to determine the relationship between learners' mathematical achievemen

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1

Last Page

97

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