Teacher related factors that influence students academic performance in mathematics in public day secondary schools in Kikuyu division

Abstract

Performance in mathematics at all levels is dependent on a host of factors. This study set out to determine the teacher factors that influence Kenya Certificate of Secondary Education (KCSE) mathematics performance in public day secondary schools of Kikuyu division, Kiambu district. The teacher factors investigated were academic and professional qualifications of the mathematics teachers, their teaching experience and attitude towards mathematics and how these variables were related to mathematics performance. In addition, the teachers were also asked to make recommendations that would help improve mathematics performance at KCSE. The target population was mathematics teachers in public day secondary schools in Kikuyu division, and the study covered the period 1999- 2003. There were 33 respondents and Chi-square test was used to test the first three hypotheses, while pearson moment con-elation coefficient was used to test the fourth hypothesis. A 0.05 significance level was used to either accept or reject the null hypothesis. Analysis of the collected data showed that there was no significant relationship between the mathematics teachers' academic qualifications, professional qualifications, teaching experience and KCSE mathematics performance. The mathematics teachers were also found to have a positive attitude towards mathematics. The most serious problems mathematics teachers encounter in the teaching of mathematics as indicated by over 50% of the teachers were lack of interest towards mathematics among students, negative attitude among students towards mathematics, lack of appropriate and adequate teaching aids and mathematics topics still abstract. (v) The recommendations given by over 50% of the teachers were; introduction of a better incentives and motivation policy for both mathematics teachers and students, reduction of mathematics teachers workloads and simplification of mathematics concepts in textbooks for easier understanding. Mathematics teachers highlighted that though they were paid slightly more than their counterparts in humanities, the motivating force was still small in comparison to their work loads. They felt that they still deserved something better. The problem of poor mathematics performance should be seriously and urgently addressed. All the mathematics teachers were academically and professionally qualified, had positive attitude towards mathematics and yet their students continued to register dismal grades in mathematics at KCSE. Curriculum specialists, educationists, the Kenya National Examinations Council, other stake holders and interested parties should urgently address this problem.