An Examination of The Impact of Teacher Factors on Mathematics Performance of Learners With Dyscalculia in Public Primary Schools in Starehe Sub-County, Nairobi City County, Kenya
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Date
2022
Authors
Kahenya, Petronilla
Muthee, Jessina J. M
Karia, Mathew
Journal Title
Journal ISSN
Volume Title
Publisher
European Journal of Education Studies
Abstract
The purpose of this study was to examine the impact of teacher factors on the
Mathematics performance of learners with dyscalculia in public primary schools in
Starehe Sub-county, Nairobi City County. The study was guided by the social
development theory of learning by Vygotsky (1978). The study was a mixed-method
research applying a descriptive survey design. The target population was class seven
pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county.
A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used.
The purposive sampling technique was used to select teachers where only Mathematics
teachers for class seven were sampled. A simple random sampling technique was used
to select the learners. Data from the teachers was collected using a questionnaire. On the
other hand, data from the pupils was collected using the Dyscalculia Screening Tool
(Wechsler Intelligence Scale for Children - WSIC III). School records were also examined
to assess pupils’ Mathematics performance. Quantitative data were analyzed through
descriptive statistics of frequencies, percentages and mean with the help of the Statistical
Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative
findings. Findings indicated that most teachers had a strong positive attitude towards
Mathematics and their teaching profession in general which on stood at a mean of 4.4 on
a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’
Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by
teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study
concludes that although the majority of the Mathematics teachers in public schools in the
sub-county have vast teaching experience, few have acquired formal training in special
needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics
performance in public primary schools. Teachers’ academic qualifications also affect the
pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude,
teachers’ workload and teaching experience. The study recommended that the
government, through the Ministry of Education, need to consider organizing in-service
training for primary school teachers with Mathematics learning disabilities.
Description
Article
Keywords
learners with dyscalculia, teacher factors, performance in Mathematics, public primary school
Citation
Kahenya, P., Muthee, J. J., & Karia, M. (2022). AN EXAMINATION OF THE IMPACT OF TEACHER FACTORS ON MATHEMATICS PERFORMANCE OF LEARNERS WITH DYSCALCULIA IN PUBLIC PRIMARY SCHOOLS IN STAREHE SUB-COUNTY, NAIROBI CITY COUNTY, KENYA. European Journal of Education Studies, 9(4).