Mastery of euclidean plan geometry concepts among standard seven primary school pupils: a case of Kakamega Municipallity (Kenya).

Abstract

The dominance of Euclidean Plane geometry in Kenyan Primary school curriculum is quite prominent. Euclidean plane geometry makes up most of the subject matter taught in primary school geometry. Euclidean plane geometry is also given heavy weighting when setting Kenya Certificate of Primary Education (K.C.P.E) mathematics papers. However, K.C.P.E. candidates perform poorly in Euclidean plane geometry items. The purpose of the study was twofold: Investigate the mastery of Euclidean plane geometry by standard seven primary school pupils; and investigate whether there are any iearning barriers that inhibit standard seven primary school pupils' mastery of Euclidean plane geometry. A sample of 280 standard seven pupils consisting of 131 boys and '149 girls was selected using systematic random sarnpling from 20 public primary schools in Kakamega Municipality, in western Province of Kenya. Data was collected from the sample, using Test on Euclidean Plane Geometry (T.E.P.G.) and Checklist for Classroom Observation (CCO). These instruments were administered to the sample in their respective schools by the researcher assisted by classroom teachers. The data collected was analysed using frequencies, means, percentage and standard deviations. Data from TEPG was further analysed using item difficulty and discrimination techniques. The t-test was used to test whether there was a significant difference between the mean scores of standard seven primary school boys and girls on the TEPG. On the other hand, chi-square test was used to determine whether there was a significant difference between the pupils' age group and scores obtained on the TEPG. The investigation of mastery of Euclidean plane geometry among standard SENE:n piililary school pupils in Kakarneqa Municipality using the TEPG revealed that:- There was poor mastery of Euclidean plane geometry by standard seven pupils; A significant difference existed between the mean scores of standard seven boys and girls on the TEPG in favour of boys. There was no significant difference between pupil's age -group and scores obtained on the TEPG. The study revealed that some of the learning barriers that could be inhibiting standard seven primary school pupil's mastery of Euclidean plane geometry were: Seventy five percent of the teachers only demonstrated one example before giving pupils an assignment; Scarcity of learning and teaching resources; Pupils not being given time to ask questions; and Pupils' exercise books not being marked regularly. The conclusion reached in this study was that there was poor mastery of Euclidean plane geometry concept among standard seven pupils in Kakamega municipality.