Factors Affecting Students’ Performance In Mathematics At K.C.S.E Level In Selected Mixed Secondary Schools In Njiru Subcounty; Nairobi

Abstract

Mathematics has been lauded as a subject that is crucial not only to everyday life processes like budgeting but also in career development. However, studies have shown that the performance of mathematics has over the years continued to be poor globally. There has been a concern over mathematics performance among understudies in blended auxiliary schools in Njiru sub-region .The motivation behind this investigation was to research the variables affecting execution of arithmetic in Kenya Certificate of Secondary Education examination in chose blended optional schools in Njiru sub-province. The targets of this examination were: To decide how the instructor preparing impacts the execution of Mathematics in blended auxiliary schools in Njiru Sub-County, to investigate how understudies state of mind impacts the execution of Mathematics in blended optional schools in Njiru Sub-County and to look at how the accessibility of assets impacts the execution of Mathematics in blended auxiliary schools in Njiru Sub-County. The examination received the unmistakable overview (cross-segment) investigate structure. The objective populace was 1860 respondents that included 60 instructors and 1800 understudies. Three schools from the 40 blended optional schools were picked through basic irregular testing. 6 Teachers and 313 understudies were purposively chosen from the three chose schools while the polls, meeting and individual perceptions were utilized as instruments of gathering information. Information was broke down utilizing Microsoft Excel and Statistical Package for Social Science (SPSS) and presented in form of simple tables, figures and percentages where appropriate. Qualitative data was analyzed using descriptive narratives. The study revealed that availability of resources; student attitude and teacher training have a significant relationship with performance of Mathematics. The study recommends that attitudes be worked on at an early stage and that teachers should undergo continued professional development. It further recommends that the educational stakeholders should avail enough and quality teaching resources. This research will be beneficial to the Ministry of Education, head of schools and other stakeholders.