Instructional Use of Real-Life Situations and Its Effect on Secondary School Students’ Performance in Statistics in Tharaka-Nithi County, Kenya
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Date
2023
Authors
Mutegi, Irene Mwende
Journal Title
Journal ISSN
Volume Title
Publisher
kenyatta university
Abstract
The use of real-life situations is one of the techniques that has been proposed in Mathematics teaching to improve learners' conceptual knowledge. The purpose of this study was to determine the effectiveness of using real-life events on secondary school student’s performance in Statistics in Tharaka-Nithi County, Kenya. The objectives the study were to: a) determine if there is a difference in performance in Statistics between students taught using real-life situations (RLS) and those taught without; b) establish gender responsiveness to the use of RLS on students’ performance in Statistics; c) establish by gender students’ opinions about the use of RLS in teaching; and d) determine teachers’ opinions on the use of RLS in teaching Statistics. The study used a quasi-experimental research design. The target population was learners in Form Two and teachers in public secondary schools. Purposive sampling was used to select the schools' and teachers' samples. In schools with multiple streams, simple random sampling was used to select aa single class. A sample size of six (6) schools, 232 students, and six (6) teachers was used in the study. Data were collected using Mathematics assessment tests (MATS), students’ questionnaires (STQ), and Mathematics teachers’ questionnaires (MTQ). Data was analysed using the latest version of the statistical package for social science (SPSS) version 25. The study findings show that the mean mark for the group taught using real-life situations was 11.43 and the standard deviation was 3.73. The mean mark for the group taught without integrating real-life situations was 8.18 and the standard deviation was 4.23. It is evident that the performance of the group taught while using real life situations was significantly higher, t (230) = -6.21, p = .01. The study findings also show that mean mark for girls was 13.20 and the standard deviation was 3.10. This achievement was significantly higher, X2 (1, N = 118) = 44.65, p = .01 than mean mark for boys 8.81 and the standard deviation of 3.40. The Mann-Whitney U-test showed no difference in views about using RLS in teaching Statistics between boys and girls. However, the test showed that more girls than boys had stronger opinions about the use of RLS helping in improving their grades (U = 5359.00, P = .01) and showing the importance of Statistics in real life (U = 5359.00, P = .01). Three conclusions were made from the study: i) RLS could help improve learners’ grades in Statistics; ii) girls had a higher mean mark than boys; iii) demonstrating the usefulness and relevance of Statistics concepts in real life is essential to the learners and should not be ignored; and iv) although Mathematics teachers are aware of the usefulness of RLS in the teaching process, the breadth of the curriculum and inadequate training restrain their use of RLS in the teaching of Statistics. On the basis, of the study's outcomes, it is suggested that teachers of Mathematics should endeavour to integrate different types of RLS that are closely related to learners' actual-life experiences in the instruction of Statistics. The study also recommends that teachers of Mathematics be supported through further training to enable them effectively use RLS in the teaching process. The findings of this study are significant for curriculum developers and teacher trainers.
Description
A Thesis Submitted in Partial Fulfilment for the Award of the Degree of Master of Education (Mathematics Education) in the School Of Education and Life Long Learning of Kenyatta University
Keywords
Secondary School Students’, Tharaka-Nithi County, Kenya