A study of the relationship between teachers attitudes towards mathematics and pupils' performance of mock examinations among standard eight pupils in Eldoret municipality

Abstract

The objective of the study was to investigate the nature of attitudes held by standard eight mathematics teachers and whether those attitudes affect their pupils' achievement in mock examinations. The study also aimed at finding out the influence of the teachers' background such as gender, grade, teaching experience, academic and professional qualification on their attitudes.

The sample used in the study consisted of twenty-six teachers (8 females and 18 males) selected from fifteen schools which were randomly selected among twenty-four schools in Eldoret municipality.

The data was collected by use of the following; attitude test and mock examination results. For attitude test, a questionnaire was used where points were awarded depending on the type of feeling manifested. Mock examination resulted were obtained from the municipal education office and headteachers.

Scores were analysed by the use of percentage, means and t-tests.

The main findings of the study were: (1) Primary school mathematics teachers in Eldoret municipality had in general positive attitudes towards mathematics.

(2) There was significant difference in performance between pupils been taught by teachers with positive attitudes and those taught by teachers with negative attitudes.

(3) There was no significant difference in the mean scores between male and female teachers in the attitudes they hold towards mathematics.

(4) There was no significant difference in the mean scores between teachers with different backgrounds (grade, teaching experience, academic and professional qualification)

It was found that teachers' attitude has some influence on the pupils' achievement. It is therefore suggested that

(a) teachers must themselves develop positive attitudes inorder to promote achievement amongst their pupils.

(b) teachers should be provided with in-service courses so as to motivate them and provide positive attitude in mathematics.

It is further suggested that research be carried out to cover a wider area with schools, pupils and teachers. It is also recommended that more research be undertaken to investigate other possible factors such as pupils' attitudes, cultural norms, social interaction among teachers and pupils which are likely to affect the pupils' performance in mathematics.