Correlation between Class Size and Pupils’ Acquisition of Early Mathematics Competencies: A Case of Kericho County, Kenya

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dc.contributor.authorRono, Joseph Kipkorir
dc.contributor.authorBegi, Nyakwara
dc.contributor.authorMwoma, Teresa
dc.date.accessioned2020-11-05T06:28:06Z
dc.date.available2020-11-05T06:28:06Z
dc.date.issued2020
dc.descriptionA research article published in Mathematics is one of the core subjects in the Basic Education Curriculum in Kenya. It means that all pupils are required to have a strong grounding in the subject which depends on the level of their early mathematics competencies. The purpose of the study was therefore to establish the level of pupils’ acquisition of early mathematics competencies. The study was also to determine how class size was related to pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vygotsky. The study adopted a correlation research design and a mixed research method approach. The dependent variable was pupils’ acquisition of early mathematics competencies while the independent variable was class size. The results from data analysis revealed that majority of the pupils had acquired early mathematics competencies and there was a difference in pupils’ acquisition of early mathematics competencies between grade three pupils in public and those in private primary schools. The relationship between class size and pupils’ acquisition of early mathematics competencies was significant at p<0.05 level of significance.en_US
dc.description.abstractMathematics is one of the core subjects in the Basic Education Curriculum in Kenya. It means that all pupils are required to have a strong grounding in the subject which depends on the level of their early mathematics competencies. The purpose of the study was therefore to establish the level of pupils’ acquisition of early mathematics competencies. The study was also to determine how class size was related to pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vygotsky. The study adopted a correlation research design and a mixed research method approach. The dependent variable was pupils’ acquisition of early mathematics competencies while the independent variable was class size. The results from data analysis revealed that majority of the pupils had acquired early mathematics competencies and there was a difference in pupils’ acquisition of early mathematics competencies between grade three pupils in public and those in private primary schools. The relationship between class size and pupils’ acquisition of early mathematics competencies was significant at p<0.05 level of significance.en_US
dc.identifier.citationJournal of Education and Practice. Vol.11, No.21, 2020en_US
dc.identifier.issn2222-1735 (Paper). 2222-288X (Online)
dc.identifier.urihttps://www.iiste.org/Journals/index.php/JEP/article/view/53591
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20811
dc.language.isoenen_US
dc.publisherInternational Knowledge Sharing Platformen_US
dc.subjectClass Sizeen_US
dc.subjectPupilsen_US
dc.subjectAcquisition of Early Mathematics Competenciesen_US
dc.subjectKericho Countyen_US
dc.subjectKenyaen_US
dc.titleCorrelation between Class Size and Pupils’ Acquisition of Early Mathematics Competencies: A Case of Kericho County, Kenyaen_US
dc.typeArticleen_US
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