Influence of Institutional Variables on Numeracy Levels among Lower Primary School Pupils in Kiambu County - Kenya
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Date
2020
Authors
Maina, Peter Mwangi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Mathematics has a fundamental position in a school curriculum. Mathematics is
expected to give learners competencies required to possess their correct places in
areas of industry, technology, science and commerce, core skills needed for
attainement of the big four agendas in national development. Owing to its
significance in society, in the present education system in Kenya, mathematics is a
core subject from primary through secondary school level of the educational system.
Despite the appreciation of the importance of mathematics by parents and other
educational stakeholders in Kiambu County, pupils‟ numeracy levels in lower
primary is low, yet most important skills of numeracy are acquired at the
foundational basic level of a child‟s learning. This study aimed to examine the
influence of institutional variables on numeracy levels among lower primary school
pupils in Kiambu County, Kenya. This study sought to realise the following
objectives: To examine the influence of school physical facilities on numeracy level
among lower primary school pupils; To establish the influence of teachers‟
characteristics on numeracy levels among lower primary school pupils; and to
establish the influence of the availability of teaching and learning materials on
numeracy levels among lower primary school pupils in Kiambu County. The study
adopted a descriptive survey design. The target population comprised of all the 104
head teachers and 412 lower primary school teachers in all the primary schools
(public and private) in Gatundu North Sub County, with a sample of 42 head
teachers and 42 lower primary school teachers, obtained through stratified sampling,
simple random sampling and purposive sampling techniques. The data was gathered
using questionnaire, interview schedule and observation check list/schedule. The
reliability of the study tools was obtained using test re-test method while the validity
of the research tools was measured against construct and content of the tools by
consulting with specialists and experts at the department. Piloting was done from a
sample of 2 primary schools in the study area. Qualitative data was analysed
thematically based on the research objectives and presented in narrative forms while
the quantitative data was analysed descriptively using frequencies and percentages
and presented in tables and charts. Results showed that a number of variables
(school physical facilities, teaching and learning materials and teacher‟s teaching
experience) in this study were influencing classroom learning environment which
contributed to low numeracy levels in lower primary schools in Kiambu County. It
was concluded that, inadequately available school physical facilities and teaching
and learning materials may be the main cause of low numeracy levels in lower
primary school pupils in the study area. It was recommended that parents be
sensitized to participate in forums which could help primary schools get funded for
physical facilities and teaching /learning materials and that the government agencies
such as CDF and county Government funding be improved to help improve school
physical facilities. More so, the Government should increase the Free Primary
School funding to enable schools buy more teaching/learning materials and improve
school infrastructure. Finally, this study was concerned with the numeracy levels
only, and therefore a study may be carried out to find out the determinants of
literacy levels in lower primary school pupils.
Description
A Research Project Submitted in Partial Fulfilment for
the Award of Degree of Masters of Education in the
School of Education, Kenyatta University
Keywords
Numeracy Levels, Lower Primary School, Kiambu County, Mathematics