Abstract

The research addressed the factors that could influence performance in Mathematics in public secondary schools in Embu West District. It aimed at determining the teacher, student and school-related factors that influence performance in mathematics in the district. The study adopted descriptive research design. The target population was mathematics teachers and Form Three students. Stratified sampling technique was used to select fourteen (14) public secondary schools: 4 for boys, 4 for girls and 6 for mixed from 44 public secondary schools in Embu West District, Embu County, Kenya. The study used a sample of four hundred and nineteen (419) Form Three students from the fourteen stratified and randomly selected secondary schools. Twenty-seven Mathematics Teachers teaching the study classes were purposively sampled. Simple random sampling was used to select one stream from each category where there were more than one stream, otherwise the stream was purposively selected. This study was carried out in Embu West District, Embu County, Kenya. The factors considered in this study include: the students’ gender, class size, teaching methods and availability of teaching/learning resources. These are the independent variables and the dependent variable is students’ performance. The objective of the study was to find out whether these factors influence the students achievement in mathematics significantly or not. A pilot study was conducted to test the reliability of the measuring instruments. Questionnaires, classroom observation schedules and achievement test were used to collect data. The data collected, was coded and analyzed using the SPSS package. One-way analysis of variance (ANOVA) technique was used to test the effect of the factors on students performance. The study revealed that students’ performance is influenced by teaching method. The student- centred method was found to be superior to teacher-centred method of teaching. Class size was found to have a significant influence on students’ performance: large and medium classes were found to perform significantly better than small classes. However, the small classes were found in mixed day secondary schools where the KCPE mean entry score was very low(177.7) as compared to 338.75 and 333.25 for boys and girls boarding schools respectively which had large and medium classes. The study also revealed that the availability of textbooks influence students’ performance, although, the influence was not statistically significant. Gender differences were noted in performance where on average male students performed better than female students, however, the difference was not statistically significant. It was recommended that heuristic approaches to teaching should be integrated with expository approaches to enhance teaching and learning. Cooperative learning should be emphasized among teacher-students and students-students and students should be exposed to problem-solving situations to help them develop critical thinking skills.

CHAPTER ONE INTRODUCTION

            Introduction

This chapter discusses the background information to the study, the statement of the problem, study objectives and purpose of the study. It also highlights the basic assumptions of the study, research questions, scope and limitations of the study, theoretical framework, operational framework of factors influencing students‟ performance in mathematics as well as definition of some terms that were used in the study.

            Background Information

Mathematics is an important subject in secondary schools and other tertiary institutions in Kenya and other parts of the World. This is so because mathematics provides a highly effective means of conveying information in a concise and precise form (Mutunga & Breakel, 1992). In addition, mathematics is applicable in every day life for example, it is required in family budgeting, in farming, small scale and large business firms. Rukangu (2000), observes that Mathematics is seen as a subject which helps people to think logically and carry out their work systematically and with precision. Miheso (2002), observes that the importance of mathematics is further emphasized when the future employment of the child is being considered because it is used as a filter more than any other subject in various fields.

Mathematics is viewed as a subject which equips learners with knowledge and skills for problem solving. Much effort has been put by many science and mathematics teachers, but the performance continues to be poor. In a Paper presented at the Annual Conference of the American Educational Research Association, Seattle, Washington, April 10-14, 2001, it was noted that there is widespread interest among industrialized countries in improving the levels of mathematics achievement in schools. Apart from the economic benefits it is argued this would bring much improvement by better preparing young  people  for the numeracy demands of modern workplaces, and raising the overall skill levels of the workforce, there are also social benefits tied to improving access for larger numbers of young people to post- school education and training opportunities and laying stronger foundations to skills for lifelong learning.

Advancement in science and technology requires pupils to have a sound foundation in mathematical knowledge. Hence the learning of the science subjects requires a thorough grounding in mathematics. The United States, National Councils of Teachers of Mathematics (NCTM, 1992), argue that a high quality mathematics education is one that develops mathematical power for all students. It defines mathematical power as the ability to conjecture, explore, and reason logically to communicate about and through mathematics for problem solving to solve problems including those that are technology-based. Mwangi (2004) observes that inadequate scientific and technological capacity is one of the

reasons  for  Africa‟s  under  development.  Mathematics  is  a  key  tool  in  national development.

Eshiwani (1980) argues that in mathematics education both content and methodology emphasize understanding of concepts, developing enquiring minds and problem solving ability. The key objective is to produce a person who is numerate, orderly and precise in thought (Mwoma , 2005). Basic understanding of mathematical concepts is a pre requisite for employment in the Kenyan job market. Almost every other course offered in tertiary colleges and universities use the grades obtained in mathematics by applicants as a basis for selection. Many apply for the few available vacancies but only those that have qualified and achieved good grades in mathematics are usually selected.