Effects of Past Experience on Learning Simple Arithmetic Among Nursery School Pupils in Ile-Ife

AbstractThis study examines the effect of past experiences on learning simple arithmetic among nursery school pupils aged 3 to 6 years at Dominion Covenant Academy, Ile-Ife, Osun State. Employing an experimental pretest-posttest design, the research involved 40 pupils who were randomly assigned to either an experimental group, which engaged in arithmetic-related activities based on their past experiences, or a control group, which followed the standard curriculum.Data were collected through arithmetic tasks administered before and after the intervention to assess the impact on pupils' arithmetic skills. Descriptive and inferential statistical analyses, including t-tests, were conducted using IBM SPSS software to evaluate the effects of past experiences and gender differences.The findings revealed that past experiences did not have a statistically significant impact on arithmetic learning, challenging initial expectations based on existing literature. However, a significant gender difference was observed, with female pupils showing notably higher post-test scores compared to their male counterparts. This result underscores the importance of considering gender when designing educational interventions and highlights that past experiences alone may not be sufficient to enhance arithmetic learning.The study's implications suggest the need for a more nuanced approach that integrates both past experiences and contextual factors such as gender. Recommendations include incorporating interactive activities to maintain pupil engagement and tailoring interventions to address diverse learning needs and preferences. These insights contribute to a more comprehensive understanding of early childhood arithmetic education and the factors influencing learning outcomes.