Factors influencing the implementation of mathematics curriculum in public secondary schools in Kanduyi Division, Bungoma-South District, Kenya

Abstract

This study investigated the factors that influence mathematics curriculum

implementation in public secondary schools in Kanduyi Division of Bungoma- South District. The descriptive survey research design was used and data collected using questionnaires and an interview schedule. The population consisted of 26 public secondary school. The sample used in this study comprised of 8 school principals, 370 students and 32 mathematics teachers making a total of 410 respondents. Data analysis was based on research questions and responses m questionnaires were tabulated, coded and processed and analyzed using Micro soft Excel programme and presented in tables, graphs and pie-charts. The responses in open-ended items and interview were reported by descriptive narrative. The findings indicated that all school principals had administrative training to carry out their supervisory roles effectively. The student: textbook ratio was found to vary between 2: 1 up to 5: 1 with an average of 3 students per book. In addition, large class size was found to influence mathematics curriculum implementation where the average teacher: student ratio for Kanduyi division was found to be one mathematics teacher to 103 students. Related to this is the fact that 50% of schools needed about 2-3 more mathematics teachers than the ones they had currently. This indicated that the schools suffered from shortage of mathematics teachers. There was also a wide variation in the head teachers perceptions regarding the meaning of mathematics curriculum implementation but majority of them thought

the mathematics syllabus was being taught in their school at the right depth and width including the quality of coverage. Most school also had effective or sufficient instructional supervision both from the principals and District school inspectors. Factors such as resource quality, genders stereotyping, low teacher motivation, schools tradition and low student motivation were found to be key in explaining the unsatisfactory implementation of the mathematics curriculum. However a notable finding is that a great majority of respondents (75%) don't think that the mathematics syllabus is too wide to be completely covered on time. In addition majority respondents do not think that the some of the mathematics content is abstract for that level of learners and that the content is very relevant to students lives. All respondents stated that the nature and form of examinations influenced the teaching of mathematics. Furthermore, most schools have not adopted electronic technologies in the teaching of mathematics. I line with this, the study recommended that external assessment such as KCSE need to be reinforced with school internal examinations to reduce the practice of teaching to the test. In addition, electronic technologies such as computers, instructional radio and video need to be infused more into mathematics education to improve student interest, attitudes and therefore learning achievement In conclusion, teachers' perception about mathematics curriculum implementation, curriculum scope, assessment in mathematics, use of technology in mathematics, school and student factors were found to negatively influence mathematics curriculum implementation in Kanduyi Division.