The role of executive functioning in early numeracy attainment: a case of selected government primary schools in Lusaka district
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Date
2017
Authors
Chalwe, Kalumba Hellen
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The purpose of this research was to examine the role of executive functioning in numeracy attainment in the second grade in selected government primary schools in Lusaka District. The objectives were to determine the executive function skills level in learners in the second grade; determine learner’s performance in numeracy; and establish whether there is an association between executive function and numeracy attainment in the second grade.
The study adopted a quasi-experimental design. The target population was all second-grade learners and their teachers in Lusaka District. A total sample of 252 respondents were selected. Learners were randomly selected with the help of their teachers who helped in giving information on their learners using the Behavioral Rating Inventory for Executive Functions (BRIEF) questionnaire. Standard tests (DLE, BRIEF and Mathematics Battery test) were conducted to determine learners’ performance in numeracy and executive functioning. Quantitative data were analyzed using the Statistical Package for Social Science (SPSS) version 23 to run various statistical tests such as Descriptive, cross tabulations correlations and t-tests.
The findings in this study did not show an associations between the overall executive functioning but (individual) and numeracy in the second grade. It was also established demographic factors such as age, gender and location of schools were are associated with executive functioning.
However, the study found that the general performance in mathematics was good. The location was Similar and did not differ in performance whether children came from Low, medium and high density schools. The conclusion of this study was that learning numeracy is associated planning and organisation and working memory. Therefore, the ability to plan plays an important role in early numeracy attainment in the second grade.
Based on the findings, the following recommendation were made:
1. Zambian Primary education should integrate executive function (working memory and planning & organization) skills in their curriculum so that these essential skills can be stimulated at elementary grades. However, the researcher recommends that teacher training in both colleges and universities must incorporate how to stimulate executive functions in children through the Ministry of General Education.
2. Since learners’ career encourages performance, career guidance is necessary to help learners get a better understanding of the importance of numeracy beyond primary school.
3. Ministry of General Education must ensure that through Continuous Professional Development (CPD) teachers in primary schools are oriented on the importance of executive functioning skills in numeracy attainment in second grades so that teachers can share the experiences on the ways to enhance learners’ abilities.
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Thesis
Keywords
Numeracy--Second grade--Zambia , Numeracy and executive attaitment--Study and teaching--Zambia