Play-Based Learning Through Digital, paper and Oral Storytelling to Improve Foundational Numeracy in Kenya and Malawi

• In Event: Enhancing Mathematics Instruction in Sub-Saharan Africa: Localized, Evidence-Based Approaches

Proposal

This pilot project is a collaboration between three African organizations in Kenya, Malawi, and Cameroon, it aims to address the pervasive challenge of low numeracy skills among early-grade learners in Sub-Saharan Africa, with a specific focus on Malawi and Kenya (National Numeracy Programme, 2023; FLANA, 2023; U.S. Agency for International Development, 2023). Recognizing the limitations of traditional lecture-style teaching methods (Khalaf & Zin, 2018), the program aims to evaluate the effectiveness of play-based learning through storytelling in enhancing numeracy outcomes. Play-based learning using storytelling is an educational approach that combines the natural, engaging aspects of play with the structured, narrative-driven elements of storytelling to enhance learning experiences. It is effective in increasing engagement, engendering positive attitudes toward mathematics, improving overall critical and creative thinking skills, and developing basic numeracy and spatial skills (Barab et al., 2010; Casey et al., 2008; Levine et al., 2005; Holton et al., 2001, Parker et al., 2022)

The project seeks to equip teachers with the skills to integrate storytelling into mathematics instruction, complementing direct explicit instruction. The ultimate goal is to foster a dynamic and effective learning environment that promotes student engagement and enhances mathematical understanding. The program's objectives are to enhance teacher capacity in utilizing pedagogical numeracy storytelling, increase learner engagement and mathematical thinking, and improve numeracy skills for both learners with and without disabilities.
The program's approach involves developing contextualized pedagogical numeracy stories tailored to the grade 2 curriculum, along with Early Grades Mathematics Assessment (EGMA) tools. The intervention is implemented in 10 schools, with five schools selected in Kenya and Malawi, respectively.
The pilot study involves 20 grade 2 teachers, with two teachers participating from each school and an overall reach of 450 students. The study employs a multi-faceted approach to data collection, capturing both student and teacher outcomes. Student engagement, mathematical reasoning, and performance is assessed through a combination of standardized tests at specific intervals, classroom observation tools, and the analysis of error logs. The standardized tests provide quantitative data on learning outcomes, while classroom observations offer insights into student engagement and the application of mathematical reasoning. The examination of error logs helps pinpoint specific areas of difficulty, allowing for targeted interventions. Teacher outcomes are evaluated through biweekly assessments conducted via audits and feedback sessions. The focus of these assessments is to ensure the sustainable integration of storytelling and explicit direct instruction into teachers' regular teaching practices.
The research will be completed by December 2024 (the findings are not yet available to include here) and success will be measured through several indicators that will include examining improvement from baseline in learner numeracy skills, demonstrating a strong foundation in numerical concepts, mathematical fluency, and critical thinking. The presentation will provide an overview of the intervention and the findings from the pilot study. This research program endeavors to contribute to a more effective and inclusive numeracy education landscape in Sub-Saharan Africa, leveraging the power of storytelling to foster a love for mathematics and improve learning outcomes.

Authors

• Maria Omare, The Action Foundation

• Che Ndum, Effective Basic Services (eBASE) Africa