Effects of Knowledgeable Mathematics Pedagogical Simulation Teachers’ on Mathematics Attainment Among Grade Three Children in Loitokitok, Sub-County, Kajiado County, Kenya

Abstract

Based on Gardner’s theory of multiple intelligences, the study examined various sources of mathematical pedagogical simulation methods and their impact on the academic achievement of third-grade children in mathematics in Loitokitok Sub-County, Kajiado County, Kenya. It is argued here that mathematics pedagogical simulation methods, knowledgeable teachers, and the ability to utilise talented peers in areas other than mathematics enhance mathematics attainment in a mathematics classroom. Using a quasi-experimental design with pre- and post-test assessments in 12 schools,1,842 participants were selected for the study using stratified random sampling. Data were collected using pre-test and post-test assessments, classroom observations, and questionnaires to assess the children’s and teachers’ dispositions. Results indicate statistically significant improvements in mathematics performance for the intervention group. Prior to the intervention, 48.60% of the control group and 37.70% of the intervention group scored below average. Following the intervention, the percentage of underachieving children decreased to 29.70%, while in the intervention group, fell to 7.80%. The proportion of children performing above average rose from 51.40% to 70.30% in the control group and from 62.30% to 92.90% in the intervention group. The study also revealed that children had favourable attitudes towards their knowledgeable teachers and peers who were talented in areas other than mathematics, with 47.4% and 31.6% of children performing above-average scores. Recommendations include incorporating teachers, and peers  who re knowledgeable in mathematical pedagogical simulation methods into the mathematics curriculum and infusing these methods to teacher training to improve mathematics educational outcomes sustainably.