| dc.description.abstract | Student performance in mathematics is closely associated with the scientific and technological innovations worldwide. The purpose of this study was to determine the factors that affect student performance in mathematics in secondary schools in Uasin Gishu District. The specific objectives of this study were: To describe the respondents selected personal and academic characteristics, to determine whether student and teacher attitudes towards the teaching and learning mathematics is related to student performance in mathematics, to determine whether the professional development of teachers is related to student performance in mathematics, to determine whether the teaching and learning methods are related to student performance in mathematics, to assess the impact of the availability of mathematics teaching and learning materials on the student performance in mathematics and to determine whether the learning environment is related to student performance in mathematics.
An ex-post facto design was used in the study and questionnaires were the main instruments of data collection. A pilot test was carried out followed by the main study. Data was collected from 32 head teachers, 64 mathematics teachers and 128 students. The subjects in the study were selected through purposive and simple random sampling methods. Data analysis was by use of Statistical Packages for Social Sciences version 12.0. Spearman's rank correlation coefficient, Chi- square and frequencies and cross tabulation were used.
The findings of this study show that most of the head teachers and mathematics teachers had a negative attitude towards teaching mathematics while students had a positive attitude. The professional development of mathematics teachers was not given emphasis and most schools lacked mathematics the teaching and learning materials and mathematics teachers attached little emphasis on their use. The learning environment was poor in terms of facilitating student performance in mathematics.
Recommendations derived from the study were; mathematics teachers' attitudes should be improved through a defined career path, Universities and colleges which train the graduates should develop a follow up programme, to aid in assessing their performance, the development, promotion and appointment of mathematics teachers and head teachers should be gender sensitive and the district Education Officers should organize regular workshops, seminars and conferences for mathematics teachers. | en |
