Inquiry-Based Approach and Achievement in Mathematics Pro-cess Skills among Pre-School Children in Kajiado North Sub-County, Kajiado County, Kenya

Alice Apiyo Omondi Omondi; Japheth Ododa Origa; Augustine Mwangi Gatotoh

doi:10.53103/cjess.v3i2.110

Authors

Alice Apiyo Omondi Omondi Univerity of Nairobi, Kenya
Japheth Ododa Origa University of Nairobi, Kenya
Augustine Mwangi Gatotoh University of Nairobi, Kenya

DOI:

https://doi.org/10.53103/cjess.v3i2.110

Keywords:

Inquiry-Based Approach, Pre-school, Mathematics Education, Mathematics Process Skills, Achievement in Mathematics

Abstract

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.

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