|dc.description.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 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