Teaching Techniques that Enhance Students' Performance in Mathematics in Selected Public Secondary Schools in Butere-Mumias District, Kenya

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dc.contributor.authorWasiche, J. L
dc.date.accessioned2015-06-10T09:45:07Z
dc.date.available2015-06-10T09:45:07Z
dc.date.issued2006
dc.descriptionMaster of Education, 105pg. 2006en_US
dc.description.abstractThere has been an increasing outcry and concern about the poor performance in mathematics in Kenya. In response, the Ministry of Education Science and Technology (MoEST) has initiated corrective measures through SMASSE by in-servicing teachers on appropriate teaching techniques that enhance performance in mathematics. Despite these measures, performance in mathematics in secondary schools countrywide still remained poor. This means that, the main cause of the poor performance had not been established. The main objective of this study was to find out teaching techniques used by mathematics teachers that enhance students' performance. It aimed at determining whether teaching methods, assessment/motivational techniques and class interaction patterns out-lined were being practised by teachers and whether these strategies enhanced performance in mathematics. Similarly, it sought to find out whether students' attitude towards mathematics and teaching techniques teachers used enhanced their performance in mathematics. A cross-sectional descriptive survey design was adopted and carried out in 6 public secondary schools of Butere-Mumias district. Three research instruments namely, Classroom Observation Schedule (COS), Questionnaire for Mathematics Teachers (QMT) and Mathematics Students' Questionnaire (MSQ) were used to collect data. The validity and reliability of the instruments were enhanced by a pilot study and adapted some already validated items. A reliability coefficient of at least 0.8 was acceptable for the study. The instruments were administered, to six teachers who were then handling Form three class and 48 Form three students sampled for the study. Data collected was analyzed using both qualitative and quantitative techniques. The main findings of the study on the teaching techniques that enhanced performance in mathematics included small group instructions during the lesson, teacher assisting one student at a time especially weak or low attainers. Others are teacher encouraging students to demonstrating to each other during the lesson, providing frequent feed-back by giving assignments, marking and revising immediately, motivating students by providing incentives like material things for any small progress. encouraging students to interact freely in class by allowing them to participate fully. The study concluded that most mathematics teachers were not using various teaching techniques to teach. Therefore, to enhance performance in the subject they need to be in-serviced on various teaching techniques to use during the lessons. In that connection, the researcher made the following key recommendations: i. That teachers to be in-serviced on various teaching techniques that enhance performance in mathematics through training which, should be school based. 11. That teachers should provide individual attention and frequent feed-back to student. 111. Each school to organize counseling sessions for low attainers in mathematics. IV. Teaching programmes in training colleges and universities be reviewed.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12863
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleTeaching Techniques that Enhance Students' Performance in Mathematics in Selected Public Secondary Schools in Butere-Mumias District, Kenyaen_US
dc.typeThesisen_US
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