Determinants of Standard One Pupils’ Readiness to Learn Mathematics in Primary Schools in Kasarani Sub-County, Kenya
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Date
2016-02
Authors
Magoma, Phyllis M
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Research has shown that when children enter school ready to learn, they perform
better. Readiness for school would help to reduce repetition and school dropout
rates in primary schools. The purpose of this study was to establish pupils’
readiness to learn mathematics at the start of primary school. The study was
guided by Ecological Theory by Urie Bronfenbrenner. The theory was selected
for this study because it is suitable in understanding school readiness processes
and contextual elements related to preparing children for school. Correlation
research design was used in the study. The dependent variable was pupils’
readiness to learn mathematics. The independent variables were: Pupils’ school
entrance age; gender of pupils; type of pre-primary school pupils attended, and
parents’ level of education. The target population was standard one pupils
enrolled in primary schools in Kasarani sub-county. Purposive sampling was used
to select Kasarani sub-county and standard one pupils. Stratified random sampling
was used to select 15% (12) primary schools to be involved in the study. The
sample of the study consisted of 15% (123) class one pupils, 248 parents, and 12
class one teachers. Pupils’ readiness to learn mathematics check-list and
questionnaire for teachers and parents were used to collect data. The researcher
pre-tested the instruments in two primary schools, one public and the other private
which were excluded in the final study. Content validity (item analysis) was used
to test the validity of the instruments, while Guttman split-half test was used to
test the reliability of the instruments which was found to be 0.85. Descriptive
statistics involving frequencies, percentages and means were calculated. The
inferential statistics used were Chi-square and t-test. Results from data analysis
were presented using tables and were organized according to objectives and
hypotheses of the study. The results showed that more than 25% of the pupils
were not ready to learn mathematics and girls were more ready to learn
mathematics than boys. However, the difference in pupils’ readiness to learn
mathematics between boys and girls was not significant at p<0.05 level of
significance. On the other hand, the relationship between pupils’ family economic
class; pupils’ school entrance age; parents’ level of education; type of pre-primary
school attended and pupils’ readiness to learn mathematics was significant at 0.05
level. It was recommended that school management should fully comply with
education policies by not admitting pupils who are underage. Pre-primary school
teachers specifically those in public primary schools should regularly assess
children’s readiness to learn mathematics so as to enable them to identify pupils
with difficulties in mathematics.
Description
A Research Thesis Submitted In Partial
Fulfillment of the Requirements For The
Award of the Degree of Master of Education
(Early Childhood Education) In The School Of
Education, Kenyatta University,2016