A study of the problems faced by primary school teachers in teaching mathematics in upper primary classes in Ndia division of Kirinyaga District
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Date
1992
Authors
Magoci, Peter Munene
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The main purpose of this study was to find out
the problems faced by upper primary mathematics teachers.
To get this information, the researcher used two types
of instruments; a teachers' questionnaire and a checklist
of resources.
The teachers' questionnaire was divided into two
sections. Section I was about general information
about the teacher and Section II was an attitude survey.
The checklist of resources contained some items commonly
found in a mathematics department.
The research Sample comprised a senior teacher
and mathematics teachers of standard four, five, six,
seven and eight of fourteen randomly selected primary
schools of Ndia Division. Out of the expected 84
teachers only 80 teachers responded to the questionnaire
and checklist.
After the data was collected, it was tabulated
and analysed using simple descriptive statistics like
comparative percentages and means.
The study found that:
(1) Although inservice courses are organised
regularly, not all teachers attend them.
(2) The majority of the teachers were not satisfied
with the professional assistance they received
from the TAC tutors and APSIs.
(3) Most teachers were overloaded since they taught
between 30 and 40 periods per week. Thus the
teachers felt that they had inadequate time to
plan lessons and mark pupils' assignments.
(4) The number of pupils per class was quite high.
In most classes there were over forty-five (45)
pupils per class. This affected the seating
arrangements since pupils had to share the few
desks which were available.
(5) All the schools in the study had an acute
shortage of textbooks.
(6) Most teachers did not use any other reference
books apart from the class textbook.
(7) There were insufficient teaching aids such as
chalkboard instruments, dusters, coloured chalk,
and mathematical sets, among others.
The researcher gave some suggestions about ways
in which some of the above problems could be alleviated.
These suggestions were:
(1) Every teacher should be given an opportunity to
attend an inservice course at least once per year.
This will help the teacher to keep abreast with
new teaching techniques, new knowledge and be well
informed about any changes in the curriculum.
(2) TAC tutors in the four zones of Mutira, Inoi,
Kiine, and Mwerua should give more regular professional
advice to mathematics teachers; especially
in the field of making and using teaching aids
from the local environment.
(3) The teaching load of mathematics teachers should
be reduced so as to allow them extra time to plan
their lessons, mark pupils' work and assist
individual pupils. The teachers should also be
allowed to specialise in mathematics instead of
being given several subjects to teach.
(4) The number of pupils per class should be reduced
to a reasonable level, preferably less than forty
pupils per class. This can be done by building
more classrooms and equipping them with enough
desks so as to avoid a situation where a desk is
shared among four or more pupils.
(5) Teachers, parents and the community at large should
work together to make sure that schools have enough
textbooks and reference books. Books can be----
(xiv)
bought through organised "Harambees" instead of
the present system where every parent buys books
for his/her child.
(6) Teachers should strive to acquire more teaching
aids by improvishing what is found in their local
environments.
Description
A research project submitted to the faculty of education in partial fulfilment of the requirement for the degree of master of education of Kenyatta University. 1992, QA 8.7 .M32