Assessment of the effectiveness of testing instruments in mathematics among selected form three students in Nairobi province
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Date
2011-08-09
Authors
Kahoro, Miriam Wambui
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Abstract
The study set out to assess the effectiveness of mathematics testing instruments and their use in secondary schools in the preparation of students for the Kenya Certificate of Secondary Education (KCSE) Examination. To achieve this objective, the study assessed attitudes of both the teachers and students, the testing techniques adopted by teachers, schools' environment and administration in relation to testing, and adequacy of time allocated for teaching mathematics. The instruments were assessed in light of their combined impact on testing and the overall performance in mathematics. The target population was all the 46 public secondary schools in Nairobi Province. The study used a sample of 240 form III students from 12 secondary schools selected by stratified random sampling technique. Survey design was used to carry out the study. Instruments used for data collection were questionnaires and interview schedule. The collected data were analyzed using descriptive statistics, involving frequencies, percentages and measures of central tendency. The study found that although majority of the students and mathematics teachers from public secondary schools in Nairobi Province have positive attitudes toward testing instruments in mathematics, the process of effectively testing and measuring of instruments is affected by lack of adequate time to complete the syllabus and administer adequate tests and examinations, lack of proper leadership by HoDs through failure to check professional teaching documents of teachers in their department and also failure to use various forms of testing instruments, notably project work practical work and group presentations. The study gives recommendations on measures that need to be taken to improve testing and measurement in mathematics for improved academic achievement in the subject.
Some of the recommendations are:
• Intensification of seminars, workshops and refresher courses for mathematics teachers.
• Preparation of marking schemes for any administered test.
• Encourage students' participation in interschool simposiums, seminars and mathematics competitions.
• Encourage the participation of all the students in mathematics group presentations, project and practical work.
• Constant meetings for principals and heads of departments to discuss tests and analysis of the results
Description
Department of Educational Management Policy & Curriculum Studies, 91p. The QA 14 .K4K33 2009
Keywords
Mathematics -- Study and teaching (secondary) --Kenya, Nairobi