Enhancing the Use of Teaching and Learning Materials to Promote Numeracy in Preschools in Rural Areas in Uganda.

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Nipael Mrutu

Second Supervisor/Advisor

Dr. Fortidas Bakuza


AKU-East Africa; Institute for Educational Development, East Africa


Many studies have been carried out and established that there is limited use of teaching and learning materials (TLMs) that promote numeracy in preschools but little has been done to overcome this problem. Their findings have attributed this to the lack of funds and incompetence of the ECD teachers in the utilizing TLMs. Different of its kind, this study intended to crack the inadequate utilization of TLMs for numeracy development using low or no cost raw materials. Additionally, this study took the qualitative approach with an action research design. It used observation, interviews as well as a focus group discussion (FGD) and eight purposively selected participants in the data collection. Upon establishment of the limited use of TLMs in the preschool studied, this study intervened with a workshop where the ECD teachers were taught how to make TLMs. Furthermore, the study established the significant challenges in utilizing TLMs to be inadequate teacher’s workshops, large class sizes and heavy work load. However, this study revealed that all the participants were trained on the use of TLMs in colleges but the follow-up mechanisms such as supervision and workshops were still inadequate. Based on the findings, the study recommended regular attendance of workshops by preschool teachers and the use of practical approaches in teaching coupled with follow up mechanisms to ensure that the aspects taught are put in place as this will provide a firm foundation for numeracy. After all the field events were over, the data was analysed and a report on the findings was written. The findings and implications were given to the preschool teachers in a dissemination workshop while the conclusion and recommendations were to be passed onto the relevant stakeholders shortly after the submission of the final report to Aga Khan University, Institute of Higher Education East Africa.

This document is available in the relevant AKU library