Effect of Mathematics Pedagogical Simulation Methods on Mathematics Attainment of Grade Three Children in Loitokitok Sub-County, Kajiado County, Kenya

Abstract

Based on Gardner’s theory of multiple intelligence, which argues against one-sided teaching, this study aimed to investigate the effects of different types of mathematics pedagogical simulation methods on the mathematics achievement of third-grade children. The study employed a quasi-experimental research design with two non-equivalent study groups to investigate the effects of different types of mathematics pedagogical simulation methods on mathematics achievement. The study sample consisted of 1842 participants selected through stratified random sampling. Data collection tools included pre-tests, post-tests, and classroom observation questionnaires. Quantitative data were analyzed using a quantitative statistical approach, employing the Pearson Chi-Square test. Qualitative data were analyzed thematically. Ethical considerations included obtaining informed consent and protection from psychological distress. The study showed that the percentage of above-average attainment in the experimental group increased from 62.30% to 92.90%. The study found that different types of mathematics pedagogical simulation methods resulted in positive attitudes and significantly improved mathematics attainment. The study recommends the inclusion of different types of mathematics pedagogical simulation methods in the grade three children mathematics curriculum, ongoing teacher professional development training on non-routine mathematics pedagogical simulation strategies, flexible supportive mathematics teaching and learning policies, and further research on the long-term effects of the mathematics pedagogical simulation methods, especially in the affective domain, so that no child is left behind in the learning in the mathematics classroom. These strategies can promote children’s engagement and improve mathematics outcomes in early primary schools. Multiple intelligence-based mathematics learning gives children who are gifted in areas other than logical-mathematical intelligence the opportunity to fully utilize their competency-based minds and abilities in mathematics learning.