| dc.description.abstract | Scholars have stated that performance in Mathematics depends on
improvement of quality of classroom practices. Other factors include adequacy
of resources and the number of learners. The purpose of this study was to
investigate the institutional factors influencing pupils’ performance in
mathematics at Kenya Certificate of Primary Education in Kathonzweni Sub
County, Makueni County, Kenya. The study used a descriptive research
design. The target population comprised of 90 head teachers, 420 teachers and
1342 pupils from class 8 in Kathonzweni Sub County, Makueni County. A
sample of 30 head teachers, 73 teachers and 232 pupils was taken. The study
used Head teachers, teachers’ questionnaires, and pupils’ focus group
discussion guide for the purpose of data collection. The quantitative data was
analyzed using descriptive statistics such as percentages, frequencies, mean
and standard deviation assisted by Statistical Package for Social Sciences. The
qualitative data from the open-ended questions in the questionnaire was
analyzed using content analysis. The study found that majority of head
teachers (76%) indicated that the number of mathematics teachers in their
schools was not adequate. In addition, the study observed that subject
knowledge, teaching ability and experience affect performance in mathematics
to a very great extent. The study also found that revision papers and
mathematics main textbooks help improve performance in mathematics to a
very great extent. Majority of the head teachers (68%) indicated that the
learning resources provided by the government are not adequate given the
curriculum the learners are supposed to cover. The study found that majority
(48%) of primary schools in Kathonzweni Sub-County, had a teacher-pupil
ratio of above 1:40. The study concludes that, adequacy of mathematics
teachers affect performance in mathematics. The study also concludes that,
provision of learning resources affects performance in mathematics to a very
great extent. Finally, the study concludes that, professional support influence
pupils’ performance in mathematics. The study recommends that, the
government should ensure that there are adequate mathematics teachers in all
primary schools by employing more teachers that are qualified. The head
teacher should ensure that their schools have adequate teachers as well as
leaning resources such as classrooms, textbooks and exercise books, mock
papers from different counties, financial resource for mathematics contests and
monthly tests. The study also recommends that, teachers and pupils should be
given professional support so as to improve performance in mathematics in the
sub-County. | en_US |
