| dc.description.abstract | This study sought to seek examine the extent to which Kenya certificate of primary education (KCPE) mathematics examination results can predict performance in mathematics at Kenya certificate of secondary education (KCSE) in Nyeri Central Sub county. The study was an ex-post facto type, in which descriptive survey design was adopted. The study had four research questions in which the researcher worked towards achieving. The objectives of the study were to; determine the predictive validity of performance in KCPE mathematics for the years 2008 to 2010 on their performance in KCSE mathematics over the period 2012 to 2014, identify how the skills and abilities are tested in mathematics at the KCPE and KCSE examination papers compare, find out gender differentiation in performance in mathematics and assess the attitudes of students towards mathematics.. The target population was eighteen public schools and seven private secondary schools. A sample of five secondary schools was selected at random using stratified random sampling to proportionately represent the boys, girls and mixed schools categories. Data was collected by analyzing syllabuses and performance records of both KCPE and KCSE, and use of questionnaires administered to teachers and students. Reliability of instruments was ascertained through pilot study while experts in the field of education from the University of Nairobi validated the instruments. Both qualitative and quantitative data was generated. Qualitative data was content analyzed while descriptive and inferential statistics were used to analyses quantitative data. KCPE predicts KCSE by 55.6%, skills and abilities tested reflect blooms taxonomy, recommended methods of teaching mathematics and are used in teaching mathematics in secondary schools apart from discovery method, and adequate assignments are provided but KCPE results are rarely used as bench mark. Differences occur in actual teaching methodology used at instructional level and marking. Performance of girls in mathematics is significantly lower than boys while attitude towards mathematics among students is slightly positive. However, majority of the students who dislike mathematics perceive it as difficult. The findings may be of help to the ministry of education especially in the ongoing curriculum reforms. | en_US |
