Teacher Related Factors Influencing Pupils’ Performance Of Mathematics At Kenya Certificate Of Primary Education In Public Schools In Likoni Sub - County, Kenya

Abstract

Mathematics is essential for daily life and plays a crucial role in school curricula; yet pupils‟ performance in mathematics remains low worldwide and Kenya is no exception. Mathematics performance in Likoni is not satisfactory. The purpose of this study was to investigate the teacher related factors influencing pupils‟ mathematics performance at Kenya certificate of Primary Education in public schools in Likoni sub-county, Kenya. This study was guided by following objectives; teacher preparedness, instructional methods, in-service training and teacher motivation. This study was guided by social constructivism theory. Descriptive survey design was used and data collected using questionnaires, interview guide and observation guide. The targeted population comprised of 24 head teachers, 380 mathematics teachers, and 5700 pupils. Stratified random sampling was used to select the required number of pupils. Purposive sampling was used to select mathematics teachers. A sample of 20 head teachers, 20 mathematics teachers and 300 pupils was obtained for the study. The validity and reliability of the instruments were enhanced by a pilot study. A reliability coefficient of 0.82 was obtained from this study. Statistical package for social sciences was used to get descriptive statistic such as percentages, frequencies and tabulation. The study findings established that teacher preparation was lacking in the delivery of mathematics content. Teachers capitalized on teacher-centered instructional methods. In-service training was inadequate while there was very little motivation to both teachers and learners. In view of these findings the study concluded that there was need to address the mathematics curriculum implementation in regards to teacher preparation, teacher instructional methods and in-service training. The study recommended the following: Ministry of Education and umbrella groups should harmonize the policy of teaching mathematics by organizing in-service training for mathematics teachers with regards to instructional methods and teacher preparation in teaching of mathematics. The study was confined to few of the factors that can influence mathematics performance at Kenya Certificate of Primary Education. Further and related studies on other factors are recommended to be conducted.