{"id":{"repo_id":"namibia","oai_identifier":"oai:repository.unam.edu.na:11070/4267"},"canonical_url":"https://search.dev.ndltd.org/etd/namibia/oai:repository.unam.edu.na:11070/4267","repository":{"repo_id":"namibia","name":"University of Namibia","base_url":"https://repository.unam.edu.na/server/oai/request"},"display":{"title":"The effect of Ethnomathematics-based teaching approach on Grade 3 learners’ performance in numeracy concepts: A case study in the Zambezi region, Namibia","abstract":"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","abstract_html":"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 &lt; 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","abstract_has_math":false,"creators":["Muswalali, Karen F."],"institution":"University of Namibia","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["February, Pamela"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T20:21:58Z","subjects":["Ethnomathematics","Teaching approach","Grade 3","Numeracy concept","Namibia","University of Namibia"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11070/4267","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["February, Pamela"]},{"key":"dc:creator","label":"Author","values":["Muswalali, Karen F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-06-23T17:01:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-23T17:01:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Namibia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ethnomathematics","Teaching approach","Grade 3","Numeracy concept","Namibia","University of Namibia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11070/4267"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A theses submitted in partial fulfillment of the requirements for the Masters of Education (Early Childhood Education and Care)"]},{"key":"dc:description.abstract","label":"Abstract","values":["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"]},{"key":"dc:title","label":"Title","values":["The effect of Ethnomathematics-based teaching approach on Grade 3 learners’ performance in numeracy concepts: A case study in the Zambezi region, Namibia"]}]}],"canonical_facts":{"dc:contributor.advisor":["February, Pamela"],"dc:creator":["Muswalali, Karen F."],"dc:date.accessioned":["2026-06-23T17:01:28Z"],"dc:date.available":["2026-06-23T17:01:28Z"],"dc:date.issued":["2025"],"dc:description":["A theses submitted in partial fulfillment of the requirements for the Masters of Education (Early Childhood Education and Care)"],"dc:description.abstract":["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"],"dc:identifier.uri":["http://hdl.handle.net/11070/4267"],"dc:language.iso":["en"],"dc:publisher":["University of Namibia"],"dc:subject":["Ethnomathematics","Teaching approach","Grade 3","Numeracy concept","Namibia","University of Namibia"],"dc:title":["The effect of Ethnomathematics-based teaching approach on Grade 3 learners’ performance in numeracy concepts: A case study in the Zambezi region, Namibia"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:21:58Z"}