Effect of a multi-modal approach on developing number sense in Grade 8 learners in Ncamagoro circuit, Kavango West region
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Date
2025
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Publisher
University of Namibia
Abstract
Persistent poor performance in Mathematics among learners in rural Namibian schools,
particularly in the Ncamagoro Circuit of the Kavango West Region, has been relatively
attributed to the use of traditional teaching methods that fail to support number sense
development. This study investigated the effects of a multimodal approach on the
development of number sense in Grade 8 learners. It was guided by two research
questions: “1. What are the effects of a multimodal approach on the development of
number sense in Grade 8 learners? 2. How does the multimodal approach affect Grade 8
learners’ retention of numerical concepts?" While previous studies in Namibia have
examined number sense in the early phase, senior grades and among pre-service teachers,
limited research has focused on junior secondary learners, particularly Grade 8, using
experimental designs. The purpose of this study was to determine whether a multimodal
approach, incorporating visual, auditory, and kinaesthetic modes, could offer a more
effective alternative to traditional methods. A quasi-experimental design was used,
involving a total population sample of 60 learners from two schools, with one group
receiving multimodal instruction and the other taught using traditional approaches. To
determine the learner’s entry level of number sense before the intervention, a pre-test was
given to both groups. A post-test that contained identical content as the pre-test was then
administered to both groups again to measure the effects of the instructional approach
after intervention. Quantitative data collected through pre-tests, post-tests, and follow-up
assessments were analysed using t-tests and one-way repeated measures ANOVA. The
experimental group performed better than the control group at every assessment point,
according to the results, suggesting that the multimodal approach greatly enhanced both
number sense development and long-term retention. This indicates that the multimodal
approach effectively strengthened learners’ understanding and retention of number
concepts. The findings suggest that multimodal teaching has significant ability to improve
Mathematics learning outcomes in under-resourced, rural educational settings such as that
of the two schools in the Ncamagoro circuit, Kavango West Region
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Mathematics Education)
Keywords
Arithmetic, Multi-modal instruction, Traditional approach, Mean, Standard deviation, Descriptive statistics, Auditory, Visual, Kinaesthetic and number sense, Namibia, University of Namibia