Influence of strengthening mathematics and sciences in secondary education (smasse) project on students performance in mathematics in Nyakach sub – county, Kisumu Kenya
The Kenya government through the ministry of education and in conjunction with JICA came up with strengthening of mathematics and science in secondary education (SMASSE) as a remedy to poor performance in mathematics and sciences in secondary schools. However, minimal studies have been carried out to establish the implementation of this project despite poor performance in mathematics over the years. Therefore, the purpose of the study was to identify the influence of SMASSE project on students’ performance in mathematics in Nyakach sub-county in Kisumu county. The objectives of the study were: To determine the influence of SMASSE on students attitude towards mathematics and its performance in Nyakach Sub- County Kisumu county, Kenya;, Influence of SMASSE on teachers attitude towards the use of ASEI/PDSI in mathematics and its performance in Nyakach sub-county Kisumu county, Kenya; and the influence of SMASSE on principals and QUASO supervision towards mathematics and its performance in Nyakach Sub- County in Kisumu County, Kenya. Survey research design was used in the study and structured questionnaires - with open and closed ended questions - were employed to collect the data in attempt to answer the research questions. As well as interviews. The target population was 40 public secondary school. The study randomly sampled 20 principles, 51 mathematics teachers, 330 form four students and purposively sampled 3 SMASSE trainers and 1 QUASO. Census was employed on population of 40 public secondary schools from which20 schools were randomly sampled. Expert judgment was used to determine validity while reliability of the instrument was determined through test and re-test where a pilot study was conducted in one public secondary school in upper Nyakach division. This was repeated after two weeks and the correlated results were r=0.632 and < 000. The coded data was analyzed with aid of statistical package for social science version 16 (SPSS) and Microsoft excel. Descriptive statistics including means percentage, frequencies, standard deviations were used for continuous and frequency distribution of categorical data. Pearson’s correlation was used to analyze the relationship between attendance of SMASSE and KCSE results mean score. The study found that, students had a positive attitude as shown by 176(57.9%) of students who enjoyed mathematics as result of influence of SMASSE project in schools, teachers’ attitude towards teaching mathematics improved as they employed ASEI/PDSI strategies, principles and QUASO supervised and motivated the teachers and 15(88.2%)of the principals agreed with the project. The study concluded that students had demonstrated appositive attitude towards learning mathematics and their performance had supported this after introduction SMASSE. The study recommends that SMASSE should continue and all mathematics teachers should go through SMASSE in service and train others. School principals should continuously support, supervise and motivate mathematics teachers.