Family Class and Parents’ Level of Education as Determinants of Pupils’ Readiness to Learn Mathematics in Primary Schools in Kasarani Sub-County, Kenya
Magoma, Phyllis Moraa
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This study sought to establish pupils’ readiness to learn mathematics at the start of primary school. The study explored the influence of family class and parents’ level of education on standard one pupils’ readiness to learn mathematics. The dependent variable was pupils’ readiness to learn mathematics, while the independent variables were pupils’ family economic class and parents’ level of education. The target population was standard one pupils enrolled in primary schools in Kasarani sub-county. Purposive sampling was used to select the sub-county and standard one pupils. Stratified random sampling was used to select 15% (12) primary schools to be involved in the study. The sample consisted of 15% (123) class one pupils, 248 parents, and 12 class one teachers. Pupils’ readiness to learn mathematics check-list and questionnaire for teachers and parents were used to collect data. Descriptive and inferential statistics were used to analyze data. Results from data analysis were presented using tables and text. The results showed that more than 25% of the pupils were not ready to learn mathematics and identified pupils’ performance in specific tasks that were indicators of readiness to learn mathematics. Through Pearson chi square test, the study established a significant relationship between pupils’ family economic class; and parents’ level of education and pupils’ readiness to learn mathematics was significant at 0.05 level. It was recommended that primary school teachers should assess children’s readiness to learn mathematics and institute the appropriate intervention measures before children are introduced to the formal mathematical concepts in the syllabus.