THE IMPACT OF INQUIRY-BASED APPROACH ON ACHIEVEMENT IN MATHEMATICS AMONG PRE-SCHOOL CHILDREN IN NGONG DIVISION, KAJIADO COUNTY, KENYA.

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The purpose of this study was to determine the impact of inquiry-based
approach on preschool children’s achievement in mathematics in Ngong
Division, Kajiado County, Kenya. In essence, the study sought to establish
whether inquiry-based approach affect pre-school children’s acquisition of
mathematics process skills, the effect of manipulative materials on mastery of
number value; the effect of inquiry-based approach on preschoolers’ ability to
count on; and the impact of learning environment on classification of objects.
Literature reviewed established that inquiry-based approach enables children
to actively participate in the learning process which enhances retention of
content. The study adopted a quasi-experimental research design in seeking to
establish the differences in performance between control and experimental
groups, where 13 pre-school teachers and 269 pre-school children from 13
pre-schools were involved. The population was systematically and randomly
sampled. Data collecting instruments included questionnaires and interview
schedule for pre-school teachers, tests for pre-schoolers and observation check
list to determine the availability of facilities and materials for the purpose of
teaching and learning Mathematics and the acquisition of mathematics process

Author: 
ALICE A. OMONDI
Unit: 
COMMTECH

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