| dc.description.abstract | The study set out to establish the patterns of resources allocation and their impact on students' performance in mathematics and sciences in KCSE in Igoji division, Kenya. The study covered the period from 2002-2005, and targeted all the seven head teachers and the 50 mathematics and science teachers in the division. All the seven head teachers were purposively included in the sample while the science and mathematics teachers were selected through stratified random sampling. Two mathematics teachers, one biology teacher, one teacher of physics and one teacher of chemistry were selected from each school by use of the table of random numbers. In total, 35 science and mathematics teachers were included in the sample.
The study utilized an ex-post facto research design. This was because the study sought to establish the relationships between examination scores as an indicator of the students' performance and other variables, which could not be manipulated at the time.
The study sought to achieve the following five objectives:
1) To determine the extent to which the level of availability of physical
facilities affects pupils' performance in mathematics and sciences in KCSE
in Igoji division.
2) To determine the extent to-which the socio-economic status of the
students affect their performance in mathematics and sciences in Igoji
division.
3)To establish the teacher to pupil ratio, and its effect 011 tile studouts performance in mathematics and sciences in Igoji division.
4)To examine the relationship between mathematics and sciences teachers' characteristics (experience, academic and professional qualifications) and students' performance in mathematics and sciences in Igoji division.
5)To determine the extent of availability of teaching and learning resources and their effect on students' performance in mathematics and sciences in Igoji division.
To achieve the said objectives, the study had five main research questions.
In order to gather data, the study utilized a head teacher's questionnaire, mathematics and science teacher's questionnaire and an observation schedule. A pre-test was first done in the neighbouring Abogeta division. These instruments were self administered on all the respondents. In total, 40 out of the 42 questionnaires were returned well completed, this translated to a 95% return rate.
Data gathered was then analyzed by use of statistical techniques such as: frequencies, percentages and the Pearson's product moment correlation coefficient-r. The results were presented in form of bar graphs, pie charts, tables and statements.
Some of the major findings of the study were:
Those schools that had high levels of availability of physical resources outperformed those that had lower levels.
Those students who hailed from families that were well to do also performed well in mathematics and sciences.
The teachers' experience was negatively correlated with the students' performance in mathematics and sciences.
Schools with low teacher: student ratios did well compared to those that had more numbers of students per teacher.
Those schools that had adequate teaching and learning resources performed better than those that had inadequate resources.
In view of the study findings, the following are the recommendations of the study:
Educational authorities need to be in the forefront to ensure that schools that are being registered as new schools have the basic physical facilities, teaching and learning resources as well as qualified human resources before they are registered.
Teachers who have taught for many years should be encouraged to keep on updating themselves academically so as to be well versed in the new developments in their fields of specializations.
Schools should devise methods of fund raising so that those facilities that are existing within them can-oe upgraded and those that are lacking can be provided. | en |
