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dc.contributor.advisorRukangu, S. M
dc.contributor.advisorMutunga, P. K.
dc.contributor.authorKakai, Bertha Mating'i
dc.date.accessioned2012-03-29T09:11:27Z
dc.date.available2012-03-29T09:11:27Z
dc.date.issued2012-03-29
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/3599
dc.descriptionDepartment of Educational Communication and Technology,99p.The QA 11 .K3 2011
dc.description.abstractThis study sought to investigate challenges facing students in adapting tv mathematics learning in secondary schools in Bungorna South District, Western province. The insight into the study arose from the recurrent poor performance or mathematics in Kenyan secondary schools. Specifically, the investigation was on the study habits adapted by students, teaching methods used by teachers, students' and teachers' attitudes and assessment techniques. This study was guided by lin: research questions. A cross-sectional descriptive survey design was adopted and carried out in ten secondary schools in Bungoma South District. Two research instruments namely; Mathematics Students Questionnaire (l\1SQ) and Mathematics Teachers' Questionnaire (MTQ) were used to collect data. validity and reliability of the questionnaires were enhanced by a pilot study. The MTQ was administered to 20 teachers while the MSQ was administered to 200 students sampled for the study. Data collected was analyzed using descriptive statistics where percentages and weighted means were used. The findings indicated that study habits that enhanced adaptation to mathematics learning included small group discussions, discussions and personal reading. Provision of frequent feedback by giving assignments, marking and revising immediately as well as encouraging students to interact freely in class by allowing them to participate fully also enhanced learners' understanding. Similarly, teachers assessed all cognitive domains of learning except creativity, imagination and data interpretation domains. The study also found out that most mathematics teachers were using assessment techniques' that denied students all-round mathematics leaming as well as restricting their assessment to only cognitive domains, Therefore, to enhance adaptation to mathematics learning, teachers need to be inserviced on use of various teaching and assessment techniques. In connection to this, the researcher made the following recommendations: 1) Need for teachers to use collaborative teaching that was found to enhance interaction among learners and with teachers consequently students' adaptation to mathematics learning 2) Teachers to devise ways of making learners enjoy learning mathematics 3) Need for teachers to motivate students to make them adaptable to mathematics learning in secondary schools. 4) Need for teachers to provide immediate feedback by giving assignments, marking and revising immediately to enable learners adapt to mathematics learning,en_US
dc.description.sponsorshipKenyatta universityen_US
dc.language.isoenen_US
dc.subjectMathematics --Study and teaching(secondary) --Kenya--Bungoma South District
dc.titleChallenges facing students in adapting to mathematics learning in secondary schools in Bungoma South District, Kenyaen_US
dc.typeThesisen_US


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