Relationship between school infrastrcture, pupil- . teacher ratio, learning materials and standard three pupils achievement in mathematics in Dandora zone, Nairobi county
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Date
2016-10
Authors
Ngusa, Judy
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Mathematics plays a vital role in individual, national and international development.
Mathematics for young children lays a foundation of the concepts and skills on which
future learning is built on. However, despite the role it plays in society, in Kenya it
has continued being a major concern because of the persistent poor performance
which has been below average. Although several factors have been pointed out as
making major contribution, limited studies have focused on relationship between
infrastructure, pupil-teacher ratio and learning materials on pupil's performance in
mathematics. The study investigated the relationship between school infrastructure,
pupil-teacher ratio and teaching-learning materials. Ecological model by Urrie
Bronfenbrenner guided the study. The study employed descriptive research design.
The dependent variable was pupils' achievement in mathematics; while the
independent variable was conducive school environment. The study targeted all the
primary schools and standard three pupils and teachers in Dandora Zone. Purposive
sampling was used to select the location of the study and standard three pupils, while
stratified random sampling and simple random techniques were used to select
categories of schools and standard three teachers to be involved in the study. The
sample consisted of 19 primary schools, 4 public, 15 private and all the standard three
teachers and pupils in the sampled schools. Questionnaire, pupils achievement
proforma and observation schedule were used to collect the required data. Content
validity was used to ensure the validity of instruments, while test-retest method was
used to determine reliability of the instruments. Data collected was coded and
analysed using Statistical Package for Social Sciences (SPSS). Quantitative and
Qualitative methods were used to analyse data. Descriptive statistics computed
included frequencies, means and percentages. The inferential statistics used to test
null hypotheses was chi-square test at alpha value 0.05(p<0.05). The results from data
analysis revealed that there was significant relationship between availability of
infrastructure and pupils achievement in mathematics where p value was 0.0294.
Materials and pupil-teacher ratio were not found to be significantly related to pupils'
achievement in mathematics where p value was 0.294 and 0.386 respectively. It was
concluded that school environment in most schools was not conducive hence affected
pupils performance in mathematics. The study recommended emphasis to be placed
on importance of school environment through sensitization and empowerment
seminars for primary school teachers and other stakeholders. The Ministry of
Education Science and Technology should liaise with other stakeholders to provide
schools with adequate infrastructure, teaching-learning materials and also enforce
policy on staffing quality and pupil-teacher ratio in order to facilitate learning and
improve pupil's performance in mathematics.
Description
A research thesis submitted in partial fulfilment for the award of the degree of master of education in early childhood education, school of education, Kenyatta University