ABSTRACT
Students’ performance in Kenya Certificate of Secondary Education (KCSE) mathematics in secondary schools has been poor for many years in Kenya, particularly in Tana River County. Despite the various attempts by the Ministry of Education to put in place measures such as in-servicing mathematics teachers through Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) project, review of the syllabus and subsidizing fees for the students, the KCSE mathematics mean score has remained consistently poor. This study has been designed to determine prevailing factors that influence students’ performance in KCSE mathematics. The study was done in Tana River County, Kenya. A descriptive survey of ex-post facto design was used as the researcher did not have direct control of independent variables as their manifestation had already occurred. Systematic random sampling procedure was used to select students in a population of 3760 students in all schools in the County. In every school, headteacher, heads of science/mathematics department, mathematics teacher and form three students’ were targeted for data collection. Data were collected using interview schedules and questionnaires. The sample of the study comprised of 344 students, 9 headteachers, 9 HoDs and 9 mathematics teachers. Pilot study of instruments were done by test-retest method and thereafter computed Pearson product-moment correlation coefficient on test done and cronbach’s alpha on likert scale on questionnaires to check reliability. Content validity was used to determine validity of the instruments by the researcher before administering them to the sampled respondents. Collected data were coded using code book and analyzed both quantitatively and qualitatively. Qualitative analysis involved making inferences from the headteachers, HoD mathematics/science, mathematics teachers and students open-ended questions. Data were analyzed using measure of central tendency such as mean and mode. The findings were presented using bar graphs, pie-charts and percentages. The study found that over 70% of the students had negative attitude towards mathematics, 8 out 9 mathematics teachers had negative attitude towards teaching mathematics despite teachers being in-serviced through SMASSE project and 8 out of 9 teachers use expository approach while teaching. All schools had inadequate resources and 89% of the students cited unsupportive parents as reasons for poor performance in mathematics. In order to improve performance the study recommends for guidance and counselling sessions by HoDs, teachers to use activity-oriented teaching, resource improvisation and monitoring of students work by teachers and teachers work by HoDs or Headteacher.
CHAPTER ONE INTRODUCTION
Introduction
This chapter covers the background to the study, statement of the problem, significance of the study, objective of the study, research questions, assumptions of the study, scope and limitation of the study, delimitation, theoretical framework, conceptual framework and operational definition of terms as used in the study.
Background to the Study
Mathematics concepts are applied in many fields of study and job opportunities. The subject affects all aspects of life. The social, political, economic, geographical, scientific and technological aspects of man are centred on mathematics (UNESCO, 2003). This requires that all students, not just those aspiring scientific career, should be mathematically literate. Despite the importance of the subject, UNESCO (2003:p79) notes that:
Students‟ performance in mathematics has been a great concern to the society, poor performance in mathematics has resulted to opting out of many courses and eventually, opting out of many job opportunities.
According to Ivowi (2001), the state of our schools particularly in secondary and tertiary levels indicates that the standards of education have dropped especially the performance in such subjects as mathematics and science examinations. In Kenya, mathematics is compulsory subject in secondary curriculum. The subject
according to Okwemba (2008), is a critical filter to many educational and career opportunities. However, Ivowi (2001) comments that students‟ performance in African countries especially in mathematics and sciences is declining compared with the past standards.
The subject is compulsory at primary and secondary schools in Kenya. The subject is widely applicable in our daily life. Schoenfield (2002) adds that to fail children in mathematics or to let mathematics fail them is to close off an important means of access of society‟s resources. Both children and adults in understanding and improving their immediate world would need mathematics skills. Mathematics concepts are applied at home, in offices and industries. Okwemba (2008) notes that even for those careers which are not business-oriented, there is no escape from mathematics. The subject is applied by children as they play with toys, men and women in their career, home and largely in industry. However, Wambui (2002) asserts that despite students being aware of this importance of mathematics, they continue to perform poorly, possibly due to the abstract nature of mathematics curriculum and consequently how content is presented by teachers. Mathematics performance in Kenya has persistently remained low in comparison with other subjects as shown in Table 1.1.
Table 1.1: KCSE national Scores as Percentage : 2007 – 2011
| 2007 | 2008 | 2009 | 2010 | 2011 | |
| English | 38.5 | 34.0 | 32.8 | 37.8 | 39.4 |
| Mathematics | 15.5 | 16.7 | 21.2 | 17.9 | 20.6 |
| Physics | 39.6 | 36.4 | 38.5 | 33.2 | 37.4 |
| Chemistry | 32.4 | 33.6 | 33.9 | 28.5 | 30.5 |
Source: KNEC
Table 1.1 shows that KCSE mathematics performance in comparison with English, physics and chemistry is very low. The best score attained was 20.6% in 2011. In response to such performance, there have been government efforts like in servicing mathematics teachers through Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) project, review of the syllabus and subsidizing school fees, among others. Despite the efforts, mathematics performance is still very low.
Students‟ performance in mathematics examinations at the national and school level in Tana River County has been poor and a major concern to society. As most students enrol in form one, their Kenya Certificate of Primary Education (KCPE) mathematics performance is relatively better and their performance drops as they are in form three as shown in Table 1.2 and eventually performs poorly in Kenya Certificate of Secondary Education (KCSE) mathematics. Table 1.2 shows the
comparative mathematics performances of students as they were enrolled in form one and previous terms‟ examinations during the study.
Table 1.2: Comparative students’ performance between KCPE and school-based examinations in Tana River County (n=344)
| Marks | Mathematics KCPE (%) | Mathematics exam for form three in previous term before the study (%) |
| Less than 30 | 4.6 | 65.1 |
| 30 – 50 | 41.3 | 30.2 |
| Above 50 | 54.1 | 4.7 |
| Total | 100 | 100 |
Source: Students questionnaire, 2011
The overall combined performance in KCSE mathematics for neighbouring students‟ in ASAL regions in Coastal region where Tana River County lie are as shown in Table 1.3
Table 1.3 KCSE Results for Tana River and Neighbouring Counties in Coast region
| Year | Tana River | Kilifi | Lamu | Kwale | Maximum score expected |
| 2007 | 1.394 | 1.945 | 1.402 | 2.021 | 12 |
| 2008 | 1.483 | 1.751 | 1.803 | 1.524 | 12 |
| 2009 | 1.352 | 1.931 | 1.368 | 1.632 | 12 |
| 2010 | 1.366 | 2.102 | 1.526 | 1.733 | 12 |
| 2011 | 1.401 | 1.842 | 1.781 | 1.921 | 12 |
Source: PDE-Coast Province, 2012.
The situation shown in Table 1.3 indicates a generally poor performance in KCSE mathematics in the counties. The performance in Tana River County is relative low
as compared with other counties with almost the same geographical conditions in Coastal region. The best mean score recorded in the county was 1.483 out of 12 in the year 2008. It‟s a matter of concern that the performance in mathematics remained very low at national level as shown in Table 1.1 and particularly in Tana River County as in Table 1.3. The forces influencing poor performance in KCSE mathematics are not known by stakeholders in Tana River County. KNEC (2008) report on candidates‟ performance revealed the difficulties experienced by students‟ even on the most basic operations and problem-solving techniques. This could suggest inadequacy in the process of teaching and learning mathematics. It is in this view that this study was designed to establish factors which affect mathematics performance in Tana River County
Statement of the problem
Students‟ performance in KCSE mathematics in Kenya generally and in Tana River County in particular consistently remains low. In response to such low performance in mathematics, the government of Kenya has tried to resolve the situation by in- servicing mathematics teachers with current approaches of teaching mathematics which is student- centred through SMASSE projects, offering financial assistance to students and review of syllabus. Despite these efforts, there is little impact on mathematics performance in Tana River County as shown in Table 1.3. This means that there must be some factors which have not been addressed as far as students‟ performance in mathematics is concerned. It is due to this low performance that the
study was carried out to establish factors influencing mathematics performance and give recommendations.
Purpose of the study
The purpose of this study was to identify and document factors that influence students‟ performance in KCSE mathematics and give recommendation which if implemented would improve the study of mathematics and eventually mathematics performance at school and national examination in Tana River County.
Objective of the study
The objectives of the study were to:-
- Establish teacher-related factors that influence students‟ performance in KCSE mathematics in Tana River County.
- Determine the available resources and how often teachers use them in teaching mathematics in Tana River County.
- Establish the student-related factors that influence performance in KCSE mathematics.
- To establish measures that should be employed to improve performance in KCSE mathematics in Tana River County.
Research Questions
Research questions were:
- What are teacher-related factors that influence students‟ performance in KCSE mathematics in Tana River County?
- What resources are available and how often do teachers use them in teaching mathematics in Tana River County?
- What are student-related factors that influence performance in KCSE mathematics?
- What measures would be employed in order to improve performance in KCSE mathematics in Tana River County?
Significance of the Study
The results of the study will enable teachers to evaluate their teaching approaches and adopt those which improve performance in mathematics instructions. In addition, they will realize the importance of being sensitive on gender to avoid bias and economic background of students while teaching mathematics.
The results of the study may be important to the curriculum developers and implementers. Ministry of Education (MoE) may realize the problem encountered by teachers hence the need and urgency to deploy mathematics teachers in Tana River County. The KIE would use the findings to develop guidelines on approaches and resource to be used while teaching mathematics. Quality assurance
and standards officers may use the findings of this study to formulate relevant in- service programmes for mathematics teachers.
Assumption of the Study
The assumptions of the study were:
- Mathematics teachers in the county are trained in mathematics education.
- There is a relationship between prevailing factors and performance in KCSE mathematics.
Scope and Limitation of the study
- Scope
The study involved ten public secondary schools from Tana River County. In all the secondary schools in the county: form three students, headteachers, mathematics teachers currently teaching form three and HoD mathematics/sciences were involved.
Limitations
- Tana-River County is one out of the 47 counties in Kenya, all of which have different, varied factors: environmental, cultural and socio-economic. Hence, the findings may not be generally applied to all institution.
- The study was done in ASAL region and its findings may not be fully applicable to secondary schools in urban and other areas in the country because of different varied factors ranging from climate, cultural and socio-economic.
