Miranda, HelenaMoses, Kahuli2026-06-232026-06-232025http://hdl.handle.net/11070/4268A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Mathematics Education)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 RegionenArithmeticMulti-modal instructionTraditional approachMeanStandard deviationDescriptive statisticsAuditoryVisualKinaesthetic and number senseNamibiaUniversity of NamibiaThesis