Relationship between School Learning Environment and Pupils’ Performance in Mathematics in Nairobi County, Kenya
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Date
2018
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European Journal of Education Studies
Abstract
Mathematics for young children lays a foundation of basic concepts and skills on which
future learning is built. However, despite the role it plays in an individual and society,
in Kenya it has continued to be poorly performed by students in national examinations.
The purpose of the study was to explore the relationship between school learning
environment and pupils’ performance in mathematics. Ecological model by Urie
Bronfenbrenner was used to guide the study. The study used descriptive research
design. Dependent variable was pupils’ performance in mathematics; while
independent variable was school learning environment. The target population was
standard three pupils and teachers in Dandora Zone, in Nairobi County. Purposive and
stratified random sampling techniques were employed to select the sample of the study.
Questionnaire, achievement proforma and observation schedules were used to collect
data. Quantitative and Qualitative methods were used to analyse data and results
presented using tables and text
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Citation
Ngusa, J., Begi, N., & Ndani, M. (2018). RELATIONSHIP BETWEEN SCHOOL LEARNING ENVIRONMENT AND PUPILS’PERFORMANCE IN MATHEMATICS IN NAIROBI COUNTY, KENYA. European Journal of Education Studies.