|dc.description.abstract||The study reported here was conducted in township educational zone of gachoka division embu district. The zone was divided into two environmetnal settings, one rural and the other urban. One hundred ten 74 girls and 36 boys rural and eighty five 45 girls and 40 boys urban standard seven pupils of average age 14 years were involved in the study.
Also, twenty on 8 women and 13 men rural and sixteen 7 women and 9 men urban teachers were involved in the study. On the whole 195 pupils and 37 teachers took part in the study.
All the teachers involved were teaching upper primary classes ie std 4-8 . Ten of these teachers were teaching standard seven classes that took part in the study. All the pupils and the teachers were drawn from six rural and foru urban schools in the same zone.
The purpose of this study was to identify and analyse some of the factors which influence performance in zonal mathematics examination by standard seven pupils in the zone mentioned above.
There were four basic objectives and seven hyotheses of the study, all aimed at finding out whether performance in mathematics is influenced by,
i. Sex of the pupil
ii. sex of the teacher
iii. pupils attitude towares mathematics vi teachers attitude toward mathematics
v teachers age and professional qualification
vi location of the school rural or urban vii whether attitude of the teacher is affected by the location of the school.
The performance of pupils in April Zonal mathematics examination formed the dependent variable, against which, all the identified factors that formed the independent variables were to be checked.
The instruments of the study were, a questionnaire for teachers and one for pupils, each divided into two parts A and B. Part A for general information and part B for attitude scale. The other instrument used was the April mathematics results for the pupils involved.
To test the stated hypotheses, Z and X2 techniques were used.
It was found that attitude of pupils and that of the teacher affects performance of pupils in mathematics significantly in rural set ups but not in urban set ups. Also, the boys in urban schools out score girls in the same schools but this is not the case with rural pupils. But, on the whole urban pupils out rural pupils; thus the location of the school affects performance in mathematics.
It was also, found out that the place of work does not affect the teacher's attitude towards mathematics.
In the paper, the researcher has mentioned that sex, age qualification of the teacher could not adequately be established as factors that influence performance significantly because of the limited data. He ends by making suggestions for further research and some general conclusions.||en_US