A study of teachers and pupils characteristics that affect the performance of standard eight (8) pupils in mathematics in the end of term two examinations in Githunguri educational zone Kiambu district Kenya
Abstract
This study was conducted in Githuguri Educational zone of Kiambu District, Kenya. The main purpose of this study was to identify and analyse some of the teachers' and pupils’ characteristics that affect the performance of standard eight (8) pupils in mathematics in the end of term two examinations. The teachers’ characteristics that were considered in this study include their attitudes towards mathematics, sex teaching experience in primary schools, academic and professional qualifications. The pupils’ characteristics that were considered included their attitudes towards mathematics, sex and age. The researcher also considered other factors related to both teachers and pupils, which included the time taken by teachers to coach pupils in mathematics, class size and the availability of mathematics textbooks to pupils. The above factors formed the independent variables of this study.
The following null hypotheses were generated and tested:
(i) Pupils' performance in mathematics in the examination is not affected by: teachers' attitudes towards mathematics, teachers' academic and professional qualifications and their teaching experience in primary schools as trained teachers.
(ii) There is no significant difference in performance in mathematics in the examination between pupils taught by teachers of different sex.
(iii) There is no significant correlation between Pupils' attitudes and their performance in mathematics in the examination
(iv) There is no significant difference in performance in mathematics in the examination between boys and girls.
(v) There is no significant difference in performance between standard eight (8) pupils of different age groups.
(vi) Pupils performance in mathematics in the examination is not affected by: class size availability of mathematics textbooks and time spent by teachers in coaching pupils in mathematics. The study also attempted to find out factors which teachers and pupils considered to be crucial to good performance in mathematics in the examination.
To carry out this study, a sample of one hundred and forty one (141) Standard eight (8) pupils was drawn randomly from seven (7) schools in Githunguri Educational Zone. Fourteen (14) standard eight (8) mathematics teachers from the seven (7) selected schools participated in the research. Two questionnaires; one for teachers and another for pupils were used to collect the required data. A pretest was carried out to test the reliability of the questionnaires. The results of the end of term two examination in mathematics was used as a measure of performance in mathematics. This formed the dependent variable of the study.
The main statistics that were used to test the above hypotheses included the chi-square(x2) test, Z- statistic and the Pearson's Moment Correlation Coefficient and the t-test. Chi-square (x)2 statistic was used to test the effect of the various variables on the pupils' performance in mathematics in the examination. Z-statistic was used to test the significance of the difference in the means of different groups of pupils. Pearson Moment Correlation Coefficient and t-test were used to determine the significance of correlation between pupils' attitudes towards mathematics and their performance in mathematics in the examination.
The following were the main conclusions of this study:
(a) It was found that pupils' performance in mathematics in the examination was significantly affected by teachers' academic and professional qualifications.
(b) It was found that pupils' performance in mathematics in the examination was not affected by: teachers' attitudes towards mathematics, teachers' teaching experience in primary schools, class size and the time spent by teachers in coaching pupils in mathematics.
(c) No significant difference was found in performance in mathematics in the examination between pupils taught by teachers of different sex.
(d) No significant difference was found in performance in mathematics in the examination between the standard eight (8) pupils of different age groups.
(f) There was a significant difference in performance in mathematics in the examination between boys and girls in favour of boys.
(g) There was a significant positive correlation between pupils' attitudes towards mathematics and their performance in mathematics in the examination.
(h) It was found that majority of teachers and pupils considered the availability of mathematics textbooks, as having an effect on the pupils' performance in mathematics. They also considered lack of enough time to study and lack of interest as contributing to poor performance in mathematics in the examination.
To improve the pupils' performance in mathematics in the examination, the researcher recommended that teachers' academic and professional training should be improved. Teacher should use teaching methods which motivate and arouse interest in pupils and hence enhancing positive attitudes towards mathematics. Teachers should help pupils, particularly girls, to learn mathematics by use of teaching aids and individualized instructions. This will encourage the pupils to improve their performance in mathematics. The researcher also recommended that, the Ministry of Education and Parents should provide the necessary textbooks, supplementary materials and equipment to all pupils in all schools in order to improve on the pupils' performance in mathematics. The researcher recommended that curriculum planners and developers should consider allocating more time to the teaching and learning of mathematics.
Finally, the researcher noted that, there is need to replicate this study to cover a bigger area with more schools, pupils and teachers. This would help to ratify the findings of this study. It was also recommended that more research be undertaken on other factors which are likely to affect the pupils' performance in mathematics.