Browsing by Author "Muswalali, Karen F."

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    The effect of Ethnomathematics-based teaching approach on Grade 3 learners’ performance in numeracy concepts: A case study in the Zambezi region, Namibia
    (University of Namibia, 2025) Muswalali, Karen F.; February, Pamela
    The main purpose of this study was to explore the effect of an Ethnomathematics-based teaching approach on Grade 3 learners’ performance in numeracy concepts. The study was guided by the following research objectives: 1). To investigate the effects of the Ethnomathematics-based teaching approach on Grades 3 learners’ academic performance in numeracy concepts in a selected lower primary school in the Zambezi Region. 2. To establish the perceptions and challenges of Grade 3 teachers in using the Ethnomathematics-based teaching approach to teach numeracy concepts in selected lower primary schools in the Zambezi Region. Furthermore, the following null hypothesis was tested: H0: There is no significant difference between the performances of Grade 3 learners taught using the Ethnomathematics-based teaching approach and the lecture method respectively. The study employed the mixed-methods research design, in which a sample of 40 Grade 3 learners was selected using stratified random sampling from one Junior Primary school for the experiment. The 40 learners were divided into two groups: the Experimental group and the Control group, each made up of 20 participants. The Experimental group was taught using the Ethnomathematics-based teaching approach while the Control group was taught using the conventional lecture approach. Both groups were given common pre- and post-tests to assess their performances both before and after the treatment. In addition, 30 Grade 3 teachers were purposively selected to complete questionnaires while a subsample of 8 teachers participated in the follow-up one-on-one interview to share their perceptions and challenges of using the Ethnomathematics-based teaching approach. The findings of the study revealed that the Experimental group recorded approximate mean scores of 54% in the pre-test and 79% in the post-test while the Control group recorded 46% and 50% in the pre-and post-tests respectively. The result of the t-test analysis between paired sample means of the Control and Experimental i groups’ post-tests was statistically significant (p < 0.05). This suggests that the Ethnomathematics-based teaching approach improves the Grade 3 learners’ performance in numeracy concepts. The Grade 3 teachers’ perceptions of the Ethnomathematics-based teaching approach revealed that the majority of the participants have no knowledge of the Ethnomathematics-based teaching approach. However, the participants perceived that Mathematics can be related to culture. A few participants stated that they sometimes use the Ethnomathematics-based approach and that learners comprehend numeracy concepts better when they are linked to real-life situations. Finally, the study also revealed that the non inclusion of the Ethnomathematics-based approach in the Grade 3 Mathematics syllabus, lack of time, and lack of specialized training on the usage of Ethnomathematics-based approach constitute the major challenges that Grade 3 teachers face in incorporating Ethnomathematics based approach in the teaching of numeracy concepts in the study area. Nonetheless, considering that the Ethnomathematics-based teaching approach significantly improved Grade 3 learners’ performance in this study, it is important to carry out wider studies on the prospect of using this teaching approach to improve Grade 3 learners’ performance in numeracy concepts. Furthermore, the Ministry of Education, Acts and Culture should include an Ethnomathematics-based teaching approach in the Grade 3 Mathematics curriculum and capacitate the teachers to be able to incorporate it in teaching numeracy concepts