Effects of in-service training of mathematics teachers on students performance in Kenya Certificate of Secondary Education examination in Machakos district, Kenya

Abstract

The purpose of this study was to investigate the effects of in-service training of mathematics teachers on students' performance in KCSE examination in Machakos district. The study was guided by the following objectives; to establish the determinants of poor performance in mathematics in spite of continuous in-servicing of mathematics teachers; to what extent in-serviced teachers develop teaching and learning materials; to find out if teachers practice student centered approaches in class as trained by SMASSE; to determine if the teachers attitudes towards SMASSE training programme affects students performance in mathematics and to establish if professional interaction of teachers during district in-service training affects performance in mathematic.

This study is based on Jean Peagets' theory of intellectual development. Descriptive survey design was used. Questionnaires were used as the study instrument. The study targeted 81 secondary schools and 126 mathematic teachers. The principals were purposively selected to form a' sample of 41 principals. Two teachers were randomly selected from 41 schools. Finally one Quality Assurance Officer was purposively selected to take part in the study. Questionnaires were for the teachers, headteachers and the quality officer. A pilot study was conducted to validate the instruments. Data from questionnaires were analyzed using both qualitative and quantitative methods.

The findings of the study included; From the ANOV A analysis' it is clear that there are other factors rather than in-servicing affect students' performance in Mathematics. From training received in SMASSE it is clear that many teachers do not improvise because they lack know how and the work load is high. The following were the conclusion: although majority of the teachers had attended the SMASSE in-service ~ course in mathematics it had no or little effect on students' performance.

Despite having been in-serviced the majority of the teachers had not developed teaching and learning materials. Professional interaction of teachers during district in-service training affects the performance in mathematics, since school level team teaching is practiced. The following were the recommendations the government should encourage all teachers in Mathematics and Sciences to attend this important in-service training which equips them with knowledge and new skills required for their teaching profession. Teachers should be encouraged to. improve and innovative teaching and learning materials. The TSC should deploy enough teachers in the district in order to curb teacher overload. Headteachers should encourage teachers of Mathematics to attend in-service training as this will make them more effective in their work. Teachers should be encouraged to use students' centred approaches.