Effect of adoption of strenghtening Mathematics and science secondary education (SMASSE) pedagogy on girls’ Mathematics achievement in Secondary Schools, Nairobi county, Kenya

Abstract

In response to persistent poor performance in mathematics and science in the Kenya Certificate of Secondary Education (KCSE) Kenya and Japan set up the Strengthening Mathematics and Science Secondary Education (SMASSE) programme. The ASEI – PDSI pedagogy refers to a paradigm shift by SMASSE team that moves away from teacher-centred teaching to lesson delivery that focuses on activities that are student–centred, experimentation or practical work, and improvisation using materials in learners‟ environment. The study sought out to investigate the „Influence of the adoption of ASEI-PDSI pedagogy on Girls‟ KCSE mathematics achievement‟. The study was conducted in public secondary schools in Nairobi because it was the one county (out of 47) where girls sometimes outperformed boys in mathematics. The instruments included questionnaires for principals, mathematics teachers and girls as well as a lesson observation schedule. Data was analyzed using quantitative and qualitative techniques including hypotheses testing. The study found principals‟ support for the adoption of ASEI-PDSI had no influence but mathematics teachers‟ adoption and girls‟ attitude towards the pedagogy had an influence on girls‟ KCSE mathematics achievement. The study provides knowledge that is to be used by stakeholders in Kenya and the other African countries using the ASEI-PDSI pedagogy to improve girls‟ mathematics achievement. To this end the researcher recommends that countries incorporate Gender Responsive Pedagogy to enable all learners, particularly girls to improve their mathematics achievement.