Barriers to the teaching-learning of mathematics in , secondary schools in Masaba south district, Kisii county, Kenya
Oisebe, Morara Victor
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Mathematics is the key to Science and Technology. However, the teaching-learning of the subject encounters many barriers. This study was meant to help understand barriers to the teaching-learning of Mathematics in secondary schools in Masaba South district, Kisii County and how they impacted on the teaching-learning outcomes. The results from the study were to be beneficial to the teachers in terms of providing an understanding of what interventions lack in teaching and learning of Mathematics in order to realize an effective teaching-learning process. The study also was to help the planners for pre-service and in-service programs to be able to develop an appropriate curriculum for the courses. The study adopted a descriptive survey design. A simple lottery random sampling method was used to determine the sample population. Data was collected from 30% of the population. Questionnaires were used to collect data on barriers to teaching-learning of Mathematics from teachers and students, whereas, interview schedules were used to collect data from principals of schools. The research instruments were piloted in order to ensure validity and split-half technique was applied on the instruments in order to confirm their reliability. Upon using Spearman-Brown prophecy method, a reliability coefficient of 0.8 was arrived at. Data collected were organized and analyzed. Findings were presented using pie charts, bar graphs and percentages. Poor method of teaching that the Mathematics teacher uses was revealed by 60% of the Mathematics teachers, a barrier to teaching-learning of the subject. Other barriers revealed by the study included, low expectations of Mathematics teachers on the learners, lack of regular in-servicing of the Mathematics teachers, poor sitting arrangements of learners in the Mathematics class. The study further revealed Mathematics vocabulary and negative attitude of learners' to the subject as barriers. Mathematics vocabulary was reported by 80% of the teachers and confirmed by 71% of the learners. Negative attitude was reported by 94% of the learners and confirmed by 50% of the teachers. The study had the following main recommendations: Regular in-service training of the Mathematics teachers, some of the in-service training can be organized by the principals of schools in their respective schools or by the Ministry of Education at various centres. Mathematics teachers to monitor the sitting arrangement of their learners in every Mathematics lesson. The study proposes students to be sitting in mixed ability arrangement. These will promote the use of student centered methods of teaching like cooperative learning and peer tutoring. Kenya Institute of Education (KIE), to develop mathematics vocabulary instruction curriculum, which can be derived from dialogue with teachers. Secondary schools to set up mathematics clubs so as to aid in developing love for Mathematics in learners'. Barriers in teaching-learning Mathematics ought to be eliminated in order for our country to ~,4i-~vevision 2030 as envisaged in the country's national plan. " .