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dc.contributor.authorNyangayo, Joseph A.
dc.date.accessioned2012-05-30T08:00:04Z
dc.date.available2012-05-30T08:00:04Z
dc.date.issued2012-05-30
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/4826
dc.descriptionDepartment of Educational Management Policy & Curriculum Studies, 98p. 1986. The QA 14.K4 N9en_US
dc.description.abstractThe main purpose of this study was to look at the factors that affect prospective Primary School teachers’ achievement in mathematics. The researcher used two kinds of questionnaire in trying to find some qualitative and quantitative information about the factors that affect prospective Primary School teachers. The questionnaires were marked manually and the data were analysed using a calculator CASIO fx - 82. The distributions of variables and cross tabs were used in the analysis in Chapter Four. The achievement and methodology tests were marked using scheme - 1 - for correct response; 0-for incorrect response, and 9-for missing data. The scores were then analysed by use of Analysis of Variance, (ANOVA), t-test and percentages, means and standard deviations for the attitude scale. A t-test analysis revealed that there was significant performance of students at C.P.E. and K.C.E. and Teachers examination (P.T.E.) in mathematics. The same t-test was used to find out the difference in performance between males and females among prospective teachers. The results were that there is a significant difference between the sexes. The two-way ANOVA was used to analyse the relationship between previous schools attended by students and achievement in mathematics. It was found out that previous schools attended and socio-economic background affects the students’ performance at T.T.C. Percentages and means were computed to find out the attitudes of students towards mathematics. The attitude scale had 28 items, 14 were negatively worded while 14 were positively worded. The results revealed that prospective teachers had a positive attitude towards mathematics but their performance in mathematics and methods papers was poor. It was found out that attitudes do not determine performance in mathematics at T.T.C. There should be specialization so that prospective teachers are not over burdened by 14 subjects some of which they may not like or understand. For the time being the researcher recommended at least six subjects so that proper training can take place. The duration for training should be extended from the current two years to three years.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectMathematics--Study and teaching(primary)en_US
dc.titleA study of factors that affect prospective primary school teachers achievement in mathematics: Kenyaen_US
dc.typeThesisen_US


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