Utilization of Instructional Materials for Personalized Learning of Mathematics in Public Primary Schools: A Case of Eldoret East Sub County, Kenya

Abstract

Most people agree that a major goal of schooling should be the development of students' understanding of basic mathematical concepts and procedures. Unfortunately, there is considerable evidence to indicate that this objective is not being met (UNESCO, 2015). Accordingly, the purpose of this study was to investigate the utilization of Instructional Materials for personalized learning of Mathematics by teachers in public primary schools in Eldoret East Sub County. This study employed descriptive survey design. The study target population was 3147 drawn from 151 Primary schools in Eldoret East Sub County. Data was collected using questionnaires, document analysis and interviews and analyzed using descriptive statistics and qualitative thematic approach.  The findings of the study revealed that most of the schools had varied materials to suit learners' differences though, majority of teachers did not choose materials depending on learners individual needs, in addition the study found out that though skills acquired by teachers' were critical in improving personalized learning many teachers were lacking the skills. The study recommends that with the increased and easy access to technology, government in partnership with individual schools should develop Mathematics instruction software that suits personalized teaching and learning that are child and teacher friendly. This study is helpful in that it helps teachers to identify ways of introducing learners to personalized study through Information and Communication Technology (ICT).