An Examination of the Impact of the Teacher Qualifications on Mathematics Achievement of Class Six Pupils with Dyscalculia in Mbeere South Sub County, Kenya
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Date
2023
Authors
Njiru, Christine Muthoni
Muthee, Jessina
Journal Title
Journal ISSN
Volume Title
Publisher
EJSER
Abstract
Previous studies have noted that 10 children in every class of 40 pupils do not acquire
mathematical numeracy in the sub-county. Further, among these pupils, those in class six
achieved between 15% -18% in Mathematics subject. In this regard, it is expected that for
inclusive education; teacher competency is considered a key determinant for
mathematics achievement among class six learners with dyscalculia in Mbeere South
Sub-County, Embu County. The purpose of this study was to examine the influence of
teacher qualifications on the Mathematics achievement of class six pupils with
dyscalculia. The study adopted a mixed method research adopting a descriptive survey
design. The research was guided by the social developmental theory. The target
population consisted of 378 pupils, 97 teachers from 14 primary schools, and 1 QASO
officer, giving a total of 476. A simple random sampling technique was used to select a
sample of 38 pupils, and 30 teachers, whereas purposive sampling was used to select the
QASO officer. The main tools of data collection were: questionnaires and interviews.
Piloting was done in one of the schools in the study area, which was omitted in the final
study. Quantitative data realized from questionnaires were tallied, coded, and analyzed
descriptively (means, frequencies, and percentages), with the aid of SPSS software,
version 26. The study findings were presented in tables and diagrams. Qualitative data
from the interview was edited, transcribed, coded, and analyzed thematically. Findings
revealed that established the majority (60%) of class six mathematics teachers were well
trained and therefore knowledgeable to teach pupils with dyscalculia. However, the majority (53.3%) of the teachers disagreed that they were not able to cope with pupils
with dyscalculia while a further 53.3% disagreed that they have a negative perception of
learners with dyscalculia. With 60% positive cases being greater than 54.4% negative
cases, teacher qualifications, experiences, and abilities are considered to determine to a
great extent mathematics achievement by class six pupils with dyscalculia. The study
concluded that the teacher competencies determined to a great extent the mathematics
achievement of class six pupils in Mbeere South sub-county. The study recommended
that the school administrative body should ensure that there are enough teaching and
learning resources to ensure a persuasive learning process in schools. This can be done
with cognizance that government support may not always be adequate.
Description
Article
Keywords
teacher qualifications, mathematics achievement, class six pupils, dyscalculia
Citation
Njiru, C. M., & Muthee, J. (2023). AN EXAMINATION OF THE IMPACT OF THE TEACHER QUALIFICATIONS ON MATHEMATICS ACHIEVEMENT OF CLASS SIX PUPILS WITH DYSCALCULIA IN MBEERE SOUTH SUB COUNTY, KENYA. European Journal of Special Education Research, 9(3).