Influence of School Based Factors on Implementation of Grade One to Four Mathematics in Rachuonyo East Sub-county, Homabay County

Abstract

The study set out to look at the impact by school based factors towards the implementation of grade 1 to 4 mathematics in Rachuonyo East Sub-County, Homabay County. Among the determined objectives leading the study are; to determine the influence of teaching and learning resources, teacher training, head teacher instructional supervision and teachers’ motivation on the implementation of early grade mathematics in Rachuonyo East Sub-County. The study adopted descriptive research design and targeted 102 head teachers, 429 early grade mathematics teachers, 3366 Grade 1 Pupils, 3264 Grade 2 Pupils, 2754 Grade 3 Pupils and 2856 Grade 4 Pupils, in public primary schools in Rachuonyo East Sub-County, Homabay County. The sample size constituted of 31 head teachers, 128 early grade mathematics teachers, 336 Grade 1 Pupils, 326 Grade 2 Pupils, 275 Grade 3 Pupils and 285 Grade 4 Pupils. Data collection tools were questionnaires, an interview and focused group discussion guide. By asking university supervisors for their expert opinion, the validity of the instrument was ensured. The test-retest method was used to assess the reliability of the instrument. Analysis of quantitative and qualitative data, including mean and standard deviation, findings reported in frequencies and percentages, was done using descriptive and inferential statistics, which included correlation and regression. The version 23.0 of the Statistical Package for Social Sciences was used to analyze the data. According to the study's first goal, it was determined that resources for teaching and learning have an impact on how grades 1-4 mathematics is implemented. Based on the second objective of the study, it was established that teacher training influence implementation of the early grade mathematics. Based on the third objective of the study, it was established that head teacher instructional supervision influence implementation of early grade mathematics in Rachuonyo East Sub-County. Based on the fourth objective of the study, it was established that teacher motivation influences the implementation of grade 1-4 mathematics in Rachuonyo East Sub-County. This study concludes that implementation of grade 1-4 mathematics in Rachuonyo East Sub-County were jointly influenced by teaching and learning resources, teachers training, teachers motivation, and instructional supervision. This study concludes that the teaching and learning materials are relevant for the current early grade mathematics programme. The study further concludes that teachers training are important in implementation of grade 1 to 4 mathematics. The study recommends that, the government, through the Ministry of Education, should supply the schools with adequate teaching and learning resources to intensify their use through supervision by quality assurance and standard officers. At the Kenya Institute of Curriculum Development, teachers should receive specialized training in mathematics to serve as resource people for schools. All teachers should be required by TSC to complete in-service competency training every three years before being permitted to advance to the next grade upon promotion. They would be able to do this to improve their content knowledge and instructional techniques for teaching mathematics.