The implementation of strengthening Mathematics and Science education on the teaching and learning of Mathematics in primary schools in Nkuene division, Meru county, Kenya

Abstract

In November 2008, MOE and JICA launched Strengthening of Mathematics and Science Education (SMASE) project targeting mainly primary mathematics and science teachers in the Country. The components included in the primary mathematics and science education are Activity, Student, Experiments and Improvisation (ASEI) and Plan, Do, See and Improve (PDSI). Also included was lesson study as a way of capacity building teachers on classroom based for effective teaching and learning of mathematics in primary schools in the country.

The study will be carried out in Nkuene Division primary Schools and it will be guided by the following objectives; To determine whether the use of ASEIIPDSI practice is being implemented on the teaching and learning of mathematics in primary schools in Nkuene division;To establish whether ICT integrated is implemented on the teaching and learning of mathematics in primary schools in Nkuene division;To find out whether lesson study is implemented on the teaching and learning of mathematics in primary schools in Nkuene Divisio;To examine whether creativity and innovation is implemented on the teaching and learning of mathematics in primary schools in Nkuene Division.

The study adopted the descriptive research design. To obtain the study sample, random sampling and purposive sampling procedure was used. The target population was 2067. This study was guided by constructivist model as its theoretical framework. The data was gathered from the pupils, teachers, and head teachers from primary schools in Nkuene Division, in Meru County. Data was collected using questionnaires, interview schedules and documentary analysis. Data was analyzed using both descriptive and inferential statistics by utilization of Statistical Packages for Social Sciences (SPSS).

The findings in this study were that SMASE approach of teaching and learning mathematics is partially achieved and implemented. This was guided by the responses analyzed from the respondents. The SMASE approach was encountering several challenges which were hindering full implementation. The study recommends that the Government of Kenya, using its various ministries such as Ministries of Education and Energy, to offer the required resources for training teachers on ICT and for electrification purposes.