Browsing by Author "Mwangi, S.N."

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Application of Progressivist’s Learner-Centered Approaches in Teaching and Learning of Mathematics in Public Primary Schools.
(Chuka University, 2016) Mwangi, S.N.; Ogola, F.; Barchok, H.
This study assessed application of Progressivism`s Learner-Centered approaches of teaching mathematics among pupils in public primary school in Meru South Sub-County. It employed descriptive survey research design. The target population was 5,547 subjects of which 5,160 were pupils and 387 were teachers from all the public primary schools within Meru South Sub-County. Purposive sampling techniques and simple random sampling were used to obtain a sample size of 378 respondents. The study employed two sets of questionnaires to collect data, one for pupils and the other for mathematics teachers. Teacher-centered teaching and learning approaches were applied to a great extent in Meru South Sub-County. Factors hindering application of Progressivists’ learner-centered teaching and learning approaches included scarcity of teaching resources, large class sizes and wide mathematics syllabus. Pupils should be encouraged to read mathematics textbooks, make their own notes and conclusions. The study provides valuable reference for various education stakeholders such as the teachers, curriculum developers and policy makers on learner-centered approaches to enhance teaching of Mathematics.
Critical Analysis On How Learner-Related Factors Affect Application of Progressivists’ Learner-Centered Approaches in Teaching and Learning of Mathematics: A Case of Meru South Sub-County, Tharaka-Nithi County.
(Chuka University, 2016) Mwangi, S.N.; Mwanzia, R.M.
Learning mathematics using learner-centered teaching approach enhances creativity and problem-solving skills. Learning mathematics using teacher-centered approaches have i dire consequences such as poor performance, socialization, lack of creativity and problem-solving skills. This study critically analyzed how learner-related factors affect application of progressivists’ learner-centered approaches in teaching and learning of mathematics. It employed descriptive survey research design, targeting 5,547 subjects, consisting of 5,160 pupils and 387 teachers from 129 public primary schools. A sample size of 378 was obtained using simple random and purposive sampling techniques. Questionnaires were used to collect data. Learner-related factors such as motivation, attitude, beliefs and myths made pupils participate passively in learning. Pupils’ negative attitude towards mathematics was a major hindrance to progressivist approaches. The findings provide a reference for teachers, curriculum developers and policy makers in education on learner-centered approaches to enhance teaching of Mathematics.