Pedagogical Strategies used to Enhance Mathematics Performance of Pupils with Moderate Intellectual Disability in Inclusive Settings in Dodoma City Council in Tanzania

Yusta Titus Nyudule and Salvius Kumburu
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Yusta Titus Nyudule: Department of Education Psyshology, Ruaha Catholic University
Salvius Kumburu: Department of Education Psyshology, Ruaha Catholic University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 725-734

Abstract: This study aims to explore the pedagogical strategies used by teachers in enhancing mathematics performance of standard four pupils with Moderate Intellectual Disability (MID) in Inclusive Settings. The study involved 80 respondents whereby 40 were mathematics teachers, 8 heads of schools and 38 pupils with moderate intellectual disabilities selected from eight inclusive primary schools. The study employed a qualitative research approach in which data were collected using interviews, focus group discussion, observation and documentary review. The study used a case study research design, and the data collected were analyzed descriptively. That’s the data from FGD, interviews and observation were coded by using qualitative data analysis software called NVivo. Findings of this study established that there are various pedagogical strategies which can be used in order to enhance mathematics performance to pupils with MID in inclusive setting. The strategies included; brainstorming, small group discussion, utilization of pictures and graphics, games and stories. Also, teacher-made instructional materials, concrete representation, instructional-technology-based, songs, manipulatives, collaborative strategy as well as question and answer. Based on these findings, the study recommends that the government in collaboration with the Ministry of President’s Office-Regional Administration and Local Government (PO-RALG) should supply qualified staff in those schools.

Date: 2024
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