| dc.description.abstract | This study was carried out in Kirinyaga District of Kenya. The study, which used survey data, was an attempt to explore the presence of relationships between mathematics performance and various student factors.
It was hypothesized that some of these factors play a significant role in the learning of mathematics. The factors considered in this study include the pupils' sex, attitude towards mathematics, the future plans (or aspirations) as well as their socioeconomic background. A related objective of the study was to find out whether these factors are good or poor predictors of pupils acheivement scores in mathematics.
RESEARCH DESIGN AND PROCEDURE
The study utilised empirical survey methods of inquiry. The sample of the study was 440 form II pupils drawn randomly from four secondary schools in Kirinyaga District. A pilot study was conducted to test the reliability of the measuring instruments. When they were found suitable, the main study was conducted in May 1979.
ANALYSIS
Correlational analysis was used to test the hypotheses on significance of relationships. The t-test was used to test for sex differences and regression analysis was used to test the hypothesis on prediction.
FINDINGS
The major findings of the study were
1. Significant sex differences in acheivement in mathematics were found to be in favour of boys (PLO.OS and 0.01) at the higher cognitive levels while at the lower cognitive levels, no significant sex differences were found.
2. Pupils scores on the attitude towards mathematics scale correlated significantly with the pupils acheivement scores in mathematics at 0.01 and
0.05 levels of significance.
3. Pupils aspirations and parental education (the latter as one of the indices of their socioeconomic background) were found to be significantly related to pupils acheivement in mathematics.
Regression analysis revealed attitude towards mathematics, educational and vocational aspirations
to be reasonably good predictors of pupils acheivement in mathematics and were significant at 0.05 but not at 0.01 levels. However age, parental occupation, and number of hours devoted to homework were not good predictors of pupils acheivement in mathematics.
RECOMMENDATIONS
It is recommended that teachers should pay particular attention to teaching methods that tend to create
among the pupils positive attitude towards mathematics. Teachers should also always take into consideration the fact that pupils from different environments are likely to perform differently from one another and hence they should, if possible/provide individualised instruction for pupils. Curriculum designers should aIways take into account the sex of the pupils as we Ll, as their aspirations while designing mathematics curricula for schools. | en |
