Teacher Competency as a Determinant of Mathematics Achievement among Class Six Learners with Dyscalculia in Kiritiri Division, Mbeere South Sub County, Kenya

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dc.contributor.advisorJessina Mutheeen_US
dc.contributor.authorNjiru, Christine Muthoni
dc.date.accessioned2023-08-14T09:25:42Z
dc.date.available2023-08-14T09:25:42Z
dc.date.issued2023
dc.descriptionA Project Submitted to the Department of Early Childhood and Special Needs Education in Partial Fulfilment of the Requirements of the Degree of Master of Special Needs Education in the School of Education, Kenyatta University, April 2023.en_US
dc.description.abstractEducation is one of the fundamental factors that enriches people’s understanding of themselves and the world around them. Education is viewed globally as an ingredient of developmental process from both local and international perspective as an instrument for reducing poverty, gender inequality and discrimination owing to any disability form. 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 Kiritiri division, Mbeere South Sub-County, Embu County. The purpose of this study was to establish whether teacher qualification, teacher's ability to use locally available materials, teacher’s classroom management skills and teacher's instructional delivery determines mathematics achievement among class six learners 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. Simple random sampling technique was used to select a sample of 38 pupils, 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 was tallied, coded and analyzed descriptively (means, frequencies and percentages), with the aid of SPSS software, version 26. The study findings were presented tables and diagrams. Qualitative data from the interview was edited, transcribed, coded and analyzed thematically. The overall study findings showed that 60% of the teachers largely agreed that teacher competency contributed to mathematics achievement among class six pupils with dyscalculia. The study, recommended that, for greater mathematics performance among learners, the use of locally available resourced should be emphasized and teachers be encouraged to continuously enroll for in-service training courses to adequately learn novel approaches, skills and methods to better teach mathematics among learners with dyscalculia.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26825
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTeacher Competencyen_US
dc.subjectMathematics Achievementen_US
dc.subjectClass Six Learnersen_US
dc.subjectDyscalculiaen_US
dc.subjectKiritiri Divisionen_US
dc.subjectMbeere South Sub Countyen_US
dc.subjectKenyaen_US
dc.titleTeacher Competency as a Determinant of Mathematics Achievement among Class Six Learners with Dyscalculia in Kiritiri Division, Mbeere South Sub County, Kenyaen_US
dc.typeThesisen_US
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