| dc.description.abstract | Performance in mathematics at all levels is dependent on a host of
factors. This study set out to determine the teacher factors that influence
Kenya Certificate of Secondary Education (KCSE) mathematics
performance in public day secondary schools of Kikuyu division, Kiambu
district. The teacher factors investigated were academic and professional
qualifications of the mathematics teachers, their teaching experience and
attitude towards mathematics and how these variables were related to
mathematics performance. In addition, the teachers were also asked to
make recommendations that would help improve mathematics performance
at KCSE.
The target population was mathematics teachers in public day
secondary schools in Kikuyu division, and the study covered the period
1999- 2003. There were 33 respondents and Chi-square test was used to
test the first three hypotheses, while pearson moment con-elation coefficient
was used to test the fourth hypothesis. A 0.05 significance level was used
to either accept or reject the null hypothesis.
Analysis of the collected data showed that there was no significant
relationship between the mathematics teachers' academic qualifications,
professional qualifications, teaching experience and KCSE mathematics
performance. The mathematics teachers were also found to have a positive
attitude towards mathematics. The most serious problems mathematics
teachers encounter in the teaching of mathematics as indicated by over
50% of the teachers were lack of interest towards mathematics among
students, negative attitude among students towards mathematics, lack of
appropriate and adequate teaching aids and mathematics topics still abstract.
(v)
The recommendations given by over 50% of the teachers were;
introduction of a better incentives and motivation policy for both
mathematics teachers and students, reduction of mathematics teachers
workloads and simplification of mathematics concepts in textbooks for
easier understanding. Mathematics teachers highlighted that though they
were paid slightly more than their counterparts in humanities, the motivating
force was still small in comparison to their work loads. They felt that they
still deserved something better.
The problem of poor mathematics performance should be seriously
and urgently addressed. All the mathematics teachers were academically
and professionally qualified, had positive attitude towards mathematics and
yet their students continued to register dismal grades in mathematics at
KCSE. Curriculum specialists, educationists, the Kenya National
Examinations Council, other stake holders and interested parties should
urgently address this problem. | en |
