Inquiry-Based Approach and Achievement in Mathematics Pro-cess Skills among Pre-School Children in Kajiado North Sub-County, Kajiado County, Kenya
DOI:
https://doi.org/10.53103/cjess.v3i2.110Keywords:
Inquiry-Based Approach, Pre-school, Mathematics Education, Mathematics Process Skills, Achievement in MathematicsAbstract
This study was designed to determine the effect of an inquiry-based approach on pre-school learners’ acquisition of mathematics process skills. The study adopted a quasi-experimental research design to determine the differences in performance between control and experimental groups. A post-test was administered to both experimental and control groups, and the scores were analyzed by descriptive statistics and t-test. Findings showed that activities involving inquiry-based approach were a precursor to higher achievement in mathematics. The study recommended of inquiry-based approach for application in teaching pre-school mathematics and other related activity areas based on its advantages in pre-school learners’ achievement in mathematics.
Downloads
References
Berie, Z., Damtie, D., & Bogale, Y. N. (2022). Inquiry-based learning in science education: a content analysis of research papers in Ethiopia (2010–2021). Education Research International, 2022.
Björklund, C., van den Heuvel-Panhuizen, M. & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM Mathematics Education, 52, 607–619 (2020). https://doi.org/10.1007/s11858-020-01177-3
Cortes, R. A., Green, A. E., Barr, R. F., & Ryan, R. M. (2022). Fine motor skills during early childhood predict visuospatial deductive reasoning in adolescence. Developmental Psychology, 58(7), 1264–1276. https://doi.org/10.1037/dev0001354
Dilek, H., Taşdemir, A., Konca, A. S. & Baltacı, S. (2020). Pre-school Children’s Science Motivation and Process Skills during Inquiry-Based STEM Activities. Journal of Education in Science Environment and Health, 6 (2), 92-104. DOI: 10.21891/jeseh.673901 https://www.jeseh.net/index.php/jeseh/article/view/251
Farooqi, N. (2020). Teacher Perception of Inquiry-Based Teaching in Mathematics in Early Childhood (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/422
Hunter, J.E., Syversen, K.B., Graves, C., & Bodensteiner, A. (2020). Balancing Outdoor Learning and Play: Adult Perspectives of Teacher Roles and Practice in an Outdoor Classroom. https://eric.ed.gov/?id=EJ1254849
Karademir, A. & Akman, B. (2019). Effect of Inquiry-Based Mathematics Activities on Preschoolers’ Math Skills. International Journal of Progressive Education, 15(5), 198-215. https://doi.org/10.29329/ijpe.2019.212.14
Karademir, A., & Akman, B. (2021). Pre-school inquiry-based mathematics in practice: Perspectives of teachers and parents. Journal of Qualitative Research in Education, 25, 151-178. https://doi.org/10.14689/enad.25.7
Kenya Institute of Education (2008). Mathematics and Environmental activities: Kenya Pre-school teachers’ Activities Guide Series. Nairobi: Kenya Literature Bureau.
Kothari, C. R. (2004). Research Methodology. Methods and Techniques. (2nd rev. ed). New Delhi: New Age International (P) Ltd, Publishers.
Lee, J., Joswick, C. & Pole, K. (2022). Classroom Play and Activities to Support Computational Thinking Development in Early Childhood. Early Childhood Educ J (2022). https://doi.org/10.1007/s10643-022-01319-0
Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2021). "When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge": Corrigendum. Journal of Experimental Child Psychology, 207, Article 105114. https://doi.org/10.1016/j.jecp.2021.105114
Mugenda, M. O. & Mugenda G. A. (2003). Research Methods: Qualitative and Quantitative Approaches. Nairobi: Acts Press.
Ramanathan, G., Carter, D. & Wenner, J. A (2022). Framework for Scientific Inquiry in Pre-school. Early Childhood Educ J 50, 1263–1277 (2022). https://doi.org/10.1007/s10643-021-01259-1
Starkey, P., & Klein, A. (2008). Sociocultural influences on young children’s mathematical knowledge. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on mathematics in early childhood education (pp. 253–276). Charlotte, NC: Information Age Publishing.
Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in pre-school. Early Child Development and Care,186(5), 716-733. https://doi.org/10.1080/03004430.2015.1054818
Zudaire, I., Buil, R., Uriz, I. et al. (2022). Mars Explorers: A Science Inquiry-Based Learning Project in Pre-school. IJEC 54, 297–320 (2022). https://doi.org/10.1007/s13158-021-00308-5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Alice Apiyo Omondi Omondi, Japheth Ododa Origa, Augustine Mwangi Gatotoh
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published by CJESS are licensed under the Creative Commons Attribution 4.0 International License. This license permits third parties to copy, redistribute, remix, transform and build upon the original work provided that the original work and source is appropriately cited.
