ABSTRACT

Strengthening of Mathematics and Science Secondary Education (SMASSE) in- service training has been ongoing since 2004 when it was introduced in Nyeri County. The programme is believed to enhance teaching practices for mathematics and science teachers, and better performance of the students. However, empirical studies have not conclusively on its implementation and contribution towards teaching mathematics. The purpose of the study was to establish whether effectiveness of SMASSE implementation has enhanced teaching in mathematics for in Nyeri County secondary schools. Specific objectives of the study were: to establish whether in the implementation of SMASSE, utilization of local resources, classroom practices as well as attitudes and beliefs of teachers and students towards mathematics promoted learning of mathematics in Nyeri County. Vygotsky‟s  constructivism  Theory  of  Learning  was  adopted  while  empirical reviews enable the researcher identify research gaps. The study adopted a survey design, a method of collecting information by administering questionnaires and by interviewing a sample of individuals. The target population consisted of 2191 and sample size was 346 respondents sampled using simple random sampling technique at 30% for head teachers (8), mathematics teachers (24), 15% for students (312) and all (2) SMASSE trainers. Data was collected using questionnaires which were first piloting in three purposively selected schools. Data were analyzed using both descriptive and inferential statistics. Karl Pearson‟s moment correlation and multi-regression coefficient were computed to enable inference, conclusion and recommendations. Quantitative findings were reported by use of frequency tables. Qualitative data were analyzed through content analysis and presented through prose discussion based on their support to the quantitative analysis. The study findings were that the SMASSE INSET training programme can enhance the performance of secondary school students in mathematics. However, the programme has not been attended by majority of science teachers in Nyeri  County.  Teachers‟  classroom  practices,  attitudes  towards   ASEI/  PDSI approach    influenced    mathematics    teaching.    Students‟    attitudes    towards mathematics also affected their performance in mathematics, and they cited that teachers did not cover the syllabus on time, meaning the teachers study plans were not effective. The supply of learning materials was effective though usage by teachers had challenges since they did not engage students in preparation. The inferential results affirm descriptive results and the study thus concludes that there is a significant relationship between effective SMASSE practices implementation and teaching in Nyeri County Secondary schools. The study recommends that the ministry  of  education  should  initialize  teachers‟  sensitization  programmes  on SMASSE INSET training, thereby informing them of its importance in enhancing teaching in  sciences  and  capacity to  improve  students‟  performance  in  class  and national exams.

CHAPTER ONE INTRODUCTION

This chapter presents the background to the study, the statement of the problem, the purpose of the study, research questions, assumptions, limitations, delimitations, significance, theoretical framework, conceptual framework and operational definitions of terms.

                        Background to the Study

Education has been defined as the continuous process whereby society is able to assist its members to understand the heritage of the past and to participate productively in the future. It brings out the in-born powers and potentialities of people in the society and the acquisition of skills, aptitudes, and competencies necessary for self-realization and for coping with life‟s problem (Kenaz, Kiplagat & Nyongesa, 2016). Bethell (2016) considers it a tool to be used for the integration of the individual into the society to achieve self-realization, develop national consciousness, promote unity, and strive for social, economic, political, scientific, cultural and technological progress.

Globally, education is a topic that has always been given a lot of attention as it is considered to be one of the pillars of society. It is the basis needed on a personal level as well as on a more global perspective in being the element contributing to the growth of a country and being the key for a promising future (Ayiego, 2015). In developing economies, education is viewed as the solution for poverty and development challenges. Through education, economic development is expected

(Pardimin & Huda, 2018). In focusing on the above, the very important education subject of this study is mathematics.

Wafubwe (2014) contended that mathematics has been an important subject in secondary school learning. Crucial ideas are generated in mathematics in response to powerful global forces in establishing ways to develop livelihoods including business, government and the homesteads. Mathematics also enables other disciplines to develop, thanks to the scientific linkage in the development of logical thinking. While the learners develop capacity to solve mathematical problems, they discover their mathematical abilities that develop their learning identity, thus their mathematical identity.

Bethell (2016) contended that mathematics play a crucial role in education as it is a knowledge branch used in daily life situations regarding finances while being present in an increasing amount of jobs related to engineering, technology, design and animation, to name some of the most popular ones. However, anxiety towards mathematics is observed globally by secondary school students. Mathematics as a subject is perceived to be very hard, with many students having negative attitudes towards mathematics lessons. As part of education, learning in mathematics has become a global focus with many initiatives employed by governments to support teachers and learners, including Strengthening Mathematics and Sciences in secondary schools (SMASSE) programme.

Mathematics is seen by society as the foundation of scientific and technological knowledge that is vital in social economic development of the nation. Because of

this, mathematics is a compulsory subject at both primary and secondary levels in Kenya. Mathematics is also used as a basic entry requirement into any of the prestigious courses such as medicine, architecture and engineering among other degree courses. Despite the important role that mathematics plays in society, there has always been poor performance in the subject at public examinations. This  study sought to unearth the implication of SMASSE project implementation on teaching mathematics in secondary schools in Kenya.

                        Teaching Mathematics

In   today‟s   world,   students   require   both   cognitive   and   practical   experiences throughout the continua of their mathematics education to be productive 21st century citizens (Winnaar, Frempong & Blignaut, 2015). Abramovich, and Grinshpan, et al. (2016) indicated that traditionally, classic results and open problems serve to motivate not only the students but also the educators themselves. Since effective mathematics teachers are needed, action learning should be used promotionally at all levels of mathematics education, knowing that future instructors are amongst the current student population. Though the necessity of mathematical learning at the primary, secondary, and tertiary schools is common knowledge, the question on how to teach mathematics is controversial.

An appropriate way to teach mathematics at all levels is to do it through applications rather than to use traditional lectures, emphasizing the formalism of mathematical machinery. Real-life applications keep concerned people motivated while learning mathematics. Motivation for mathematics instructors derives from exposure to new experiences with action learning (Kogan & Laursen, 2014). There

are now many hundreds of action learning projects on record, representing a wide range of topics. Additionally, there is always some fine action learning going on. By repeatedly utilizing concept motivation and action learning at all levels of mathematics education, overall student success has great potential to improve, (Ellerton, 2013).