Factors Affecting Students’ Performance In Mathematics At K.C.S.E Level In Selected Mixed Secondary Schools In Njiru Subcounty; Nairobi
Abstract
Mathematics has been lauded as a subject that is crucial not only to everyday life processes
like budgeting but also in career development. However, studies have shown that the
performance of mathematics has over the years continued to be poor globally. There has
been a concern over mathematics performance among understudies in blended auxiliary
schools in Njiru sub-region .The motivation behind this investigation was to research the
variables affecting execution of arithmetic in Kenya Certificate of Secondary Education
examination in chose blended optional schools in Njiru sub-province. The targets of this
examination were: To decide how the instructor preparing impacts the execution of
Mathematics in blended auxiliary schools in Njiru Sub-County, to investigate how
understudies state of mind impacts the execution of Mathematics in blended optional
schools in Njiru Sub-County and to look at how the accessibility of assets impacts the
execution of Mathematics in blended auxiliary schools in Njiru Sub-County. The
examination received the unmistakable overview (cross-segment) investigate structure.
The objective populace was 1860 respondents that included 60 instructors and 1800
understudies. Three schools from the 40 blended optional schools were picked through
basic irregular testing. 6 Teachers and 313 understudies were purposively chosen from the
three chose schools while the polls, meeting and individual perceptions were utilized as
instruments of gathering information. Information was broke down utilizing Microsoft
Excel and Statistical Package for Social Science (SPSS) and presented in form of simple
tables, figures and percentages where appropriate. Qualitative data was analyzed using
descriptive narratives. The study revealed that availability of resources; student attitude and
teacher training have a significant relationship with performance of Mathematics. The
study recommends that attitudes be worked on at an early stage and that teachers should
undergo continued professional development. It further recommends that the educational
stakeholders should avail enough and quality teaching resources. This research will be
beneficial to the Ministry of Education, head of schools and other stakeholders.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [6020]
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