Application of Progressivist’s Learner-Centered Approaches in Teaching and Learning of Mathematics in Public Primary Schools
Simon Nyagah Mwangi *
Faculty of Education, Chuka University, Kenya
Hillary Barchok
Faculty of Education, Chuka University, Kenya
Fredrick Ogola
School of Education, Maasai Mara University, Kenya
*Author to whom correspondence should be addressed.
Abstract
This study is objected to assess the application of Progressivism`s Learner-Centered approaches of teaching mathematics among pupils in public primary school in Meru South Sub-County. The study employed descriptive survey research design. The target population of the study 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 one for mathematics teachers. The findings after data analysis were then presented using frequency tables, bar graphs, and charts. The study findings revealed that teacher-centered teaching and learning approaches were applied to a great extent in Meru South Sub-County. Several factors were blamed on the failure to apply Progressivists’ learner-centered teaching and learning approaches such as scarcity of teaching resources, large class size and wide mathematics syllabus. The study recommends pupils to be encouraged to read mathematics textbooks, make their own notes and come up with their own conclusions. The researcher anticipates that the study findings will help in providing valuable reference for various education stakeholders such as the teachers, curriculum developers and policy makers on learner-centered approaches to enhance teaching of Mathematics.
Keywords: Philosophy of progressivism, learner-centered, teaching methods, primary schools