Learner centered activities and mathematics competence among children in public preschools in Mutha zone, Kitui county, Kenya

Abstract

Learner centered activities and mathematics have been found to be very poorly performed when compared to other activity areas such as language competence, outdoor and creative arts competence. This has caused lot of worry and anxiety among curriculum implementers and parents; hence, the purpose of the study was to establish the learners centered activities on developing mathematics competence among pre- school learners in Mutha Zone, Mutomo Sub County. The study was guided by the following objectives ; to establish the molding numbers on developing mathematics competence among preschool learners, to determine the arranging blocks in order of sizes on developing mathematics competence among pre-school learners, to examine pairing objects with correct number flash card on developing mathematics competence among preschool learners and establish the learners skipping as they count on developing mathematics competence among pre-school learners in Mutha Zone , Kitui County. The target population was comprised of 60 pre-school head teachers in Mutha Zone, 60 pre- school teachers and 450 learners. A sample of 18 head teachers, 18 pre-school teachers and 150 pre-school learners participated in the study. This was done through simple random sampling procedure where each respondent had equal chances of being selected for the study. Data were collected through the use of questionnaires and observation checklist. Before data collection, the researcher secured an introductory letter from the Board of Post graduate Studies, South Eastern Kenya University to act as an identity and obtain a research permit from the National Commission for Science, Technology and Innovation. Data analysis was done using the SPSS software version 25. Data were then crossexamined to determine their accuracy, and results presented in frequencies (f) and percentage (%) obtained from the output. The findings of the study were; there is a statistically significant association between molding numbers and Learner centered activities and mathematics competence among pre-school learner (χ2(1,4) = 41.429, p = .000), there is a strong positive relationship r (15) = 0.664, p<0.05 between arranging blocks in order of size and development of Learner centered activities and mathematics competence among pre-school learners, there is a moderate strong positive relationship r (15) = 0.546, p<0.05 between pairing objects with correct numbers flash card and developing Learner centered activities and mathematics competence among pre-school and . This tells us that there is a statistically significant association between rope skipping and Learner centered activities and mathematics competence among preschool learner (χ2(1,4) = 25.221, p = .000). These results were also supported by the interview schedule and observation checklist. The recommendations of the study were; the Ministry of Education must sensitize all the pres-school teachers to teach Learner centered activities and mathematics using both indoor and outdoor activities and supervise learners as they perform these activities, the schools should provide plasticine to their learners since it was established that most schools were using clay which was making the learners to be dirty. The parents can also be encouraged by head teachers to buy plasticine for the learners so that they can also continue molding at home, the teachers should involve the learners in variety of activities which enhance learning and the learners should be encouraged to continue doing the various activities while at home. The study concluded that; Molding, arranging blocks in order of sizes, pairing objects with correct number flash card and skipping as they count helps in developing Learner centered activities and mathematics competence among pre-school learners.