Relationship between School Learning Environment and Pupils’ Performance in Mathematics in Nairobi County, Kenya

dc.contributor.authorNgusa, Judy
dc.contributor.authorBegi, Nyakwara
dc.contributor.authorNdani, Mary
dc.date.accessioned2025-06-09T12:20:22Z
dc.date.available2025-06-09T12:20:22Z
dc.date.issued2018
dc.descriptionArticle
dc.description.abstractMathematics 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
dc.identifier.citationNgusa, 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.
dc.identifier.issn2501 - 1111
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/30161
dc.language.isoen
dc.publisherEuropean Journal of Education Studies
dc.titleRelationship between School Learning Environment and Pupils’ Performance in Mathematics in Nairobi County, Kenya
dc.typeArticle
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