THE IMPACT OF USING MULTIMEDIA IN MATHEMATICS KINDERGARTEN EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

According to UNESCO (1999), the development of knowledge and abilities in kindergarten is critical for Africa's industrialisation and poverty eradication in the twenty-first century. Mathematics and science aid in the acquisition of knowledge in all other areas. As a result, there is a need to increase the use of multimedia materials in mathematics teaching and learning. In Nigeria, a lack of knowledge about what is happening in the early childhood education sector has made it difficult to incorporate project lessons into planning and strategy creation.

According to the Ministry of Education, Science, and Technologies MOEST (2006), the world is undergoing a digital revolution, with an increased reliance on digital technology such as electronic processing. The education industry cannot avoid going digital in order to reap the benefits of modernity. Shiundu & Omulando (1992) noted the considerable strain that such changes have on the curriculum and multi-media resources.

Waithaka (2005) asserts that because the majority of Nigerian pre-school teachers are under-trained, multi-media tools do not appear to be used in number work (mathematics) courses. As a result of this element, there appears to be a weak foundation in number work for pre-scholars, which results in low performance in this subject at all levels of learning, from pre-school to higher levels of learning. According to Kli'banoff (2006), the usage of multimedia elements has a beneficial effect on children's accomplishment in numerical work. Children who are handled appropriately and with the assistance of appropriate multimedia tools and skilled staff have an edge in acquiring numerical work (mathematics)

Because teachers employ appropriate multimedia elements, it is simple to present curriculum and demonstrate mastery of ideas without difficulty.

According to OLuwate (2010), multimedia tools help instructors develop their creativity. As the teacher studies according to instruction, he easily assimilates the knowledge to impart to learners, the best method to employ to impart the skills, and the best method to accomplish this scope, thereby increasing the teacher's creativity and propelling the teacher to a level beyond what the teacher anticipates.

According to Fensham, (1970), mathematics; teaching theory and practice, provides students with a variety of experiences that expose them to mathematical ideas, such as singing number rhymes, constructing patterns with items, and sorting and grouping using a variety of things. Children must gain a grasp of mathematics in order to operate well as members of society. To accomplish the goal of functional numerics, children must think flexibly and apply their knowledge to novel situations; they must also solve practical problems and conduct experiments within mathematics in order to develop their ability to reason mathematically and communicate their reasoning to others. Montessori (1952) placed a premium on the creative use of instructional resources. They mitigate the primary flaws of verbalism, humanize and vitalize subject matter, and so provide an engaging approach to unfamiliar subjects and an initial favorable impression.

1.2 STATEMENT OF THE PROBLEM

Numerous reasons have led to low mathematics performance, and among them is the usage of multimedia resources. The usage of multimedia elements in mathematics is modest, which explains why success in mathematics is so low (Fred 2014). Multimedia assets are critical for teaching numerical work since they assist learners in quickly grasping the concept and teachers in delivering the topic with ease. Children learn via experience and hence require manipulative tools (Pearce 2008).

1.3 OBJECTIVES OF THE STUDY

The broad aim of this study is to examine the impact of using multimedia in mathematics kindergarten education. Specifically but not limited to, this study seeks to:

i.          Examine the extent multimedia is used in teaching in kindergarten education.

ii.        Determine whether there is an influence of multimedia on childrens’ learning ability.

iii.      Examine the challenges of using multimedia to teach mathematics in kindergarten education.

iv.      Proffer solutions to the challenges of using multimedia to teach mathematics in kindergarten education.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          To what extent is multimedia used in teaching in kindergarten education?

ii.        Does multimedia have an influence on childrens’ learning ability?

iii.      What are the challenges of using multimedia to teach mathematics in kindergarten education?

iv.      What are the solutions to the challenges of using multimedia to teach mathematics in kindergarten education?

1.5 SIGNIFICANCE OF THE STUDY

The study of the impact of using Multi-media materials on kindergarten children's achievement in learning Mathematics was hoped to provide information to education stakeholders and curriculum developers that would stimulate further debate about the best approaches to stimulating mathematics learning in kindergarten and serve as a reference for future research on Multi-media materials.

1.6 SCOPE OF THE STUDY

This study will be focused on examining the impact of using multimedia in mathematics kindergarten education. Specifically, it was focused on examining the extent multimedia is used in teaching in kindergarten education, determining whether there is an influence of multimedia on childrens’ learning ability, examining the challenges of using multimedia to teach mathematics in kindergarten education and proffering solutions to the challenges of using multimedia to teach mathematics in kindergarten education.

Teachers and pupils of selected kindergartens in Ikeja, Lagos State will serve as enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

This study will be limited to examining the impact of using multimedia in mathematics kindergarten education. Specifically, it will be limited to examining the extent multimedia is used in teaching in kindergarten education, determining whether there is an influence of multimedia on childrens’ learning ability, examining the challenges of using multimedia to teach mathematics in kindergarten education and proffering solutions to the challenges of using multimedia to teach mathematics in kindergarten education.

Teachers and pupils of selected kindergartens in Ikeja, Lagos State will serve as enrolled participants for the survey of this study, thus the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state.

1.8 DEFINITION OF TERMS

Impact: A marked effect or influence.

Multimedia: Multimedia is a form of communication that combines different content forms such as text, audio, images, animations, or video into a single interactive presentation, in contrast to traditional mass media which features little to no interaction from users, such as printed material or audio recordings.

Kindergarten: A school or class for young children, usually four to six years old, that prepares them for first grade and that develops basic skills and social behavior.