Abstract:
The purpose of this study was to investigate teachers’ use of manipulatives in
teaching numeracy at early childhood education centres in Nkoranza North District.
Mixed methods research design based on sequential explanatory research was used in
this study. The sample size was forty-five (45), which comprised of forty kindergarten
teachers, four School Improvement Support Officers, and one early childhood
education coordinator. Purposive and simple random sampling techniques were used
in this study. A questionnaire, an observational guide, and a semi-structured interview
guide were used to collect data. Quantitative data was analysed using frequency
tables, percentage, simple count, mean and standard derivation and the qualitative
data was analysed using themes. The study discovered that counters, bundle of sticks,
bottle tops and number cards are manipulative materials available at the early
childhood centres. Again, the study discovered that geoboard, Cuisenaire rods, multi base blocks, Abacus and dice are types of manipulatives teachers often used in
teaching numeracy in their classroom. Child centred method, demonstration method,
grouping method and role play were methods exhibited by teachers when using
manipulative in teaching numeracy. However, teachers were faced with challenges
such as limited classroom time, insufficient budget for manipulatives, and inadequate
pedagogical and technological knowledge when using manipulative in teaching
numeracy. The study recommended that the Nkoranza North Education Office, in
collaboration with the Ghana Education Service should make appropriate
manipulative materials available and ready for use in teaching numeracy. The study
also recommended that kindergarten teachers should attend continuous professional
development workshops every term on how to use appropriate manipulative materials
to improve their teaching skills in numeracy in order to eliminate abstract learning.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
