EFFECTS OF KINESTHETIC LEARNING STRATEGY ON PUPIL’S MOTIVATION AND ACHIEVEMENT IN NUMERACY IN NURSERY SCHOOLS IN ABUJA, NIGERIA

Abstract

The study investigated the effects of Kinesthetic Learning Strategy (KLS) on Pupils’ motivation
in numeracy and achievement in primary schools in Abuja Municipal Area Council (AMAC)
Abuja Federal Capital Territory (FCT), two research questions and two hypotheses guided the
study. The quasi-experimental research design was used for the study. The population of the
study consisted of nursery two (2) pupils of 2022/2023 academic session of AMAC numbering
6,498. The sample size for the study consisted of 133 (57 Males and 76 Females) drawn from
six intact classes in the six area councils of the F.C.T. Simple random sampling was used to
draw six intact classes from the six area councils in the F.C.T. Situation Motivation Scale
(SMS) and Mathematics Achievement Test (MAT) were the instruments used for data
collection. Cronbach Alpha formula was used to measure the internal consistency of (SMS),
which yielded a reliability estimate of 0 .71. Kuder-Richardson formula 20 (K-R 20)
determined the reliability of (MAT), which yielded a reliability estimate of 0.75. Mean,
standard deviations and Analysis of Covariance (ANCOVA) were used to analyze the pre-test
and post-test data and the research questions and hypotheses raised for the study. The analysis
revealed that the kinesthetic learning strategy increased pupils’ motivation and enhanced their
achievement in numeracy more than the conventional method in FCT nursery schools in
Nigeria. The study recommends that kinesthetic learning strategies should be encouraged in
schools especially in nursery schools to enhance their motivation and achievement in
numeracy.