Knowledge and Readiness of Teachers Regarding the Utilization of Fun-Based Learning in Teaching Mathematics

Abstract

This study aims to investigate the relationship between the level of knowledge and readiness of teachers regarding the utilization of play-based methods in teaching mathematics within Malaysia Tamil Schools. The research sample comprised 100 mathematics instructors from twelve primary schools situated in the Segamat district. Data were collected using a questionnaire designed to capture demographic information of the participants, as well as their knowledge and readiness pertaining to the implementation of fun-based methodologies in mathematics instruction within Malaysia Tamil Schools in the Segamat district. Analysis of the data was conducted using SPSS version 23.0, presenting results in the form of mean, percentage, and standard deviation. The findings reveal that the level of knowledge and readiness among mathematics teachers for employing fun-based methods in teaching mathematics in Tamil National-Type Schools is notably high, indicated by a (mean = 4.04, SD = 0.44) mean score of 4.04 with a standard deviation of 0.44 for knowledge, and a (mean = 4.06, SD = 0.46) for readiness. Additionally, the study identifies a significant relationship (r=.371) between the level of knowledge and readiness of mathematics teachers towards the use of fun-based methods in teaching Mathematics within Malaysia Tamil Schools. These results underscore the importance of understanding teachers' preparedness and proficiency in integrating innovative teaching methodologies, particularly within the context of Malaysia Tamil Schools.