Exploring the impact of the Nature of Teachers’ Disposition towards Mathematics Pedagogical Simulation Methods on Mathematics Attainment among Grade Children in Loitokitok Sub-County, Kajiado County, Kenya

Abstract

The study examines the impact of teachers' dispositions towards mathematics pedagogical simulation methods on the mathematics achievement of grade three children in Loitokitok Sub- County, Kajiado County, Kenya. Based on Gardner theory of multiple intelligences (MI), this quasi-experimental design selected 1,842 participants from 12 schools using a stratified random sampling method. The study aimed to investigate the effects of the nature of teachers’ attitudes and different pedagogical simulation methods on children’s mathematics attainment. Data collection involved pre- and post-tests, classroom observations, and questionnaires targeting mathematics teachers. We argue that the nature of teachers’ attitudes towards teaching mathematics using various types of pedagogical simulation methods can improve mathematical outcomes in a mathematics classroom. The analysis revealed a statistically significant improvement in mathematics attainment among children taught by teachers with positive attitudes towards different types and sources of mathematics pedagogical simulation methods. This underscores the need for teachers to have a positive attitude towards a multifaceted teaching method. The results emphasise the importance of teachers having a positive attitude towards teaching mathematics using various types and sources of pedagogical simulation methods, which underline the need for teachers to adopt a positive attitude towards multifaceted, diverse instructional methods. The study recommends integrating diverse pedagogical simulation strategies into the mathematics curriculum and providing teachers with ongoing professional development to enhance their instructional practices. By adopting a more nuanced approach to teaching mathematics with a positive attitude, teachers can support children in learning mathematics optimally in the classroom.