A Proposed Program for Utilizing Rhythm in Mathematics Instruction and Its Effectiveness in Developing Early Grade Children's Abilities from Female Teachers' Perspective in Jazan Region

Abstract

This study aimed to identify the effectiveness of a proposed program for employing rhythm in mathematics instruction to develop the abilities of early-grade children (educational, social, and creative) from the perspective of female teachers in the Jazan region. The study adopted a longitudinal survey methodology and utilized a questionnaire to collect data from a sample of 92 kindergarten teachers in the Jazan region.

The findings revealed that the mathematics teaching program incorporating rhythm-based activities was highly effective in developing early-grade children's abilities. The overall mean response on the questionnaire was 4.60, with an approval rate of 91.92%. The results also indicated a very high level of teacher satisfaction with the program, with a mean score of 4.72. The program demonstrated a notable impact on enhancing children's abilities in the following areas: educational improvement (mean = 4.62), social skills (mean = 4.65), and creative abilities (mean = 4.40).

No statistically significant differences were found based on the age variable. However, statistically significant differences were observed in favor of the teacher group compared to the supervisor group, and in favor of those who implemented the program versus those who did not. Statistically significant differences in teacher satisfaction with the training program were also found, attributable to teaching experience, in favor of teachers with 15 years of experience or more compared to those with 8 years or less.

In light of these findings, the researcher recommends creating educational environments and activities that incorporate musical rhythms for teaching mathematics to older kindergarten children.