Abstract: The focus of this study was to investigate the learning strategies and academic achievement of pre-primary school pupils in Mathematics. Two specific purposes on learning strategies which include; the use of rhymes and the use of reading were posed to guide the study and two research questions, two research hypotheses were raised to guide the study based on the purpose of the study. The population of the study consisted of all the pre-primary school pupils in the study area. The study employed survey research design. Simple random sampling technique was used to select the respondents for the study.
Learning strategies and academic achievement of pre-primary school pupils in Mathematics
The instrument used in collecting the needed data for the study was Mathematics Achievement Test (MAT). Data collected for the study was analyzed using independent t-test statistical Method. The results of the findings revealed that the use of rhymes , reading, question asking and note taking learning strategies significantly influence the academic achievement of pre-primary school pupils
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Effective teaching requires flexibility creativity responsibility in order to provide an instructional environment able to response to the learners’ individual needs. As Tomilinson (2011)puts it, beyond the experimental evidence that pervasive uniformity in teaching fails many learners, there is reason in both theory and research to support a movement towards an instruction attentive to pupils variance manifested in at least three areas:
The pupils readiness, interest and learning profile one of the ongoing challenges the pre-primary teachers are facing is related to matching the teaching strategies with the pupils learning strategies in order to improve the academic achievement.
Starting from this issue at least two essential questions are asking for an answer could it be that matching the teaching strategies with the pupils learning strategies enhances their academic achievement. If the answer is affirmative, how can we identify the most appropriate teaching strategies for each learning strategy. In order to answer the first question, a considerable amount of research has confirmed that congruence between teaching strategies and learning strategies has have a positive impact on the academic achievement (Arthurs, 2007; Beck, 2011, Brent, 2009) and attitudes toward learning (Bell 2007).
Despite this evidence, we have to take into account other studies showing that disagreement between teaching strategies and preferred learning strategy would have some beneficial effects on learning outcome (Becker and Cooke, 2010). However, another set of studies revealed that the matches between pupils learning strategies and instructional strategies did not affect the pupils learning performance (Massa and Mayer, 2007). Considering the variety of the extent data, we could only say that thus issue is controversial.
Therefore, our first question is still open and need further investigation. The task concerning the development of a universal recipe for all categories of learners is daunting and contrary to the underlying assumption of individualizing the learning environment. The skillful and competent teacher uses as many methods and techniques as possible because, there is no single method which is regarded as the best for every teaching situation. In a single lesson therefore, the teacher can employ more than one method to facilitate learning. The success of every method depends on the caliber of the teacher and his professional experience in the field of the teacher.
According to Oyekan (2014) learning strategies are concerned with what method techniques or approach, individuals or group of teacher select and use in actual classroom situation. Some of the strategies that are applicable to pre-primary schools level of education include: Songs, building blocks, pictures, reading, flash card, rhymes etc.
Having critically examined some strategies of learning the question now is, what is the comparative effect of songs, building, blocks, pictures, reading, flash card, rhymes learning strategy on pupils’ academic achievement in Mathematics in pre-primary schools.
Learning strategies and academic achievement of pre-primary school pupils in Mathematics
1.2 Statement of the Problem
Having a sound foundation at the affirmative stage of child to a large extent portends quality primary education and later secondary education. Right from pre-primary school, child’s interest, learning outcome and attitudes are significantly determined by teacher use appropriate method. Thus, in view of the significance of teacher as facilitator of learning through use of relevant strategies. The study investigate the impact of rhymes and reading learning strategy on pupils, academic achievement in mathematics.
It would be desirable to examine all of the various learning strategies. Teaching and learning in pre-primary school nowadays require skills in order to cope with rapid technological changes these new skills can provided especially by using a variety of teaching and learning in schools. The central problem of this study will be to identify the strategies to be use by teachers of pre-primary school to help the learners in learning Mathematics well in pre-primary schools.
