The performance of Mathematics at Kenya Certificate of Primary Education has remained low compared to other subjects at this level (KNEC, 2006,2007,2008). This study investigated the factors affecting the teaching and learning of Mathematics in selected public primary schools in Usian Gishu between the period of May and July 2010. The study was guided by the following objectives: to establish the teacher, learner, syllabus and school-related factors affecting the teaching and learning of Mathematics and to determine challenges faced in Mathematics teaching and learning in primary schools. The study employed a descriptive survey study design and was guided by the education production function theory. The study population comprised of head teachers, teachers and pupils in public primary schools in Usian Gishu of Rift-Valley province. Stratified random sampling was used in selecting 15 schools for participation in this study. Purposive sampling was used to select fifteen head teachers and 45 teachers of Mathematics for inclusion in this study.
One goal of Mathematics teaching and learning is that students should develop a positive attitude towards the subject and participate actively in it. Students' perception of Mathematics teacher teaching practices impacts on their attitudes, beliefs,participation and performance. This book is an account of students' perspective on secondary school Mathematics teacher teaching practices in Kenya and how it impacted on their attitudes towards the subject. Curriculum developers,practicing teachers of mathematics,Mathematics Education students at the university as well as lecturers of mathematics education will benefit from the book as it will form a good reference point. Thank you
Many students at secondary schools in Kenya have not been performing well in Mathematics. This has forced the Government of Kenya to among other things try to increase the salaries of the teachers, organize In-service Education and Training (INSET) for the trained teachers. However, the situation has not improved much. This research looked at an approach to teaching and learning of mathematics where the learners are fully involved in the learning process. Results showed that the approach improved students confident and the experimental group performed well in problems that required High Order Thinking Skills (HOTS). This shows that curriculum developers and teachers should read the text with a view to implementing the findings in the schools.
Extensive reading as an approach to teaching is highly recommended in teaching and learning of English. It offers language input necessary for the learning of English therefore giving promise of improving the quality of teaching and learning especially at the foundational stage (primary school). This work takes into cognizance the worrying trend in achievement in English in primary schools in Kenya. Thus, this work captures the practical application of Extensive reading in primary schools in Nyakach district, Kenya. This work highlights areas of concern that would be of interest to policy makers, administrators, lecturers, researchers, teachers, students and parents.
Despite the completion of all cycles of SMASSE project with nearly all teachers having undergone training on effective teaching approaches of ASEI/PDSI. The study used survey design to investigate the challenges facing mathematics eachers in implementing SMASSE skills. The study used questionnaire for Teachers and deputy principals in gathering information. The following were found to be the challenges in the implementation of SMASSE inset: that the application of SMASSE skills is time consuming hence might not allow the teachers to cover syllabi in time required in some of the schools, large workload that is brought by high teacher-learner ratio in all the schools in Kenya, inadequate facilities in the schools to enable teachers implement the skills, indifferent learners in some of the schools, there was poor training during the INSET.
Despite the emergence of ICT resources - such as computers, multimedia and the Internet, the proportion of public primary schools in Kenya making use of ICT is still very low. This research revealed that lack of technical support and access to educational software and e-content, and limited understanding on how to integrate ICTs into teaching were perceived as the key barriers to the further uptake of ICT in primary schools. Consequently, schools are unable to embrace an effective learning and quality pedagogy as they relate to ICT integration. This dissertation developed a framework that would support, describe and promote good practice in the use of ICT in learning and teaching in public primary schools. To help schools introduce sustainable ICT into learning environments, this framework has seven basic execution steps. In each step, a school has to undertake several activities as the inputs in the execution of the framework. There is a resultant outcome after execution of each activity, which is measurable. The framework could help primary schools to introduce sustainable ICT into learning by identifying and assessing technology options their benefits and feasibility.
Instructional resources which are educational inputs are very vital and play a key role in the process of teaching and learning. They help reduce abstraction and make discovered facts glued firmly to the memory of students. Proper use of these resources has a significant effect on academic performance and help to improve student performance. However, stagnating performance in public primary schools raises concern on the use of these resources. This book therefore provides insights on the importance of efficient use of instructional resources in primary schools. It elaborates on the need to ensure availability, adequacy and frequent use of these resources in a teaching/learning process. It highlights on the various instructional resources available for use by teachers and their role in a teaching / learning process. Adoption of efficient use of instructional resources is an essential characteristic of quality teaching and learning irrespective of the discipline being handled. The book is therefore primarily intended to serve as an eye opener for all teachers, policy makers and education stakeholders. It should also be useful in policy formulation and analysis.
This book describes the situation in Malaysian primary school whereby English was used for teaching and learning for Mathematics.This senerio was challanging for both, teachers and students because English is not their first language. The researcher used classroom observations and stimulus recalled interview sessions in collecting data from 4 Mathematics teachers in Malaysian primary schools. The findings of this research suggested that teaching of Mathematics can be done in a second language provided teachers are supported with continuous training on language-related teaching strategies.
Mauritius saw the introduction of ICT as a subject in all primary schools in 2003. As a consequence, ICT teachers were recruited, trained and posted in schools. At that time, the necessary ICT infrastructure in schools was inadequate and teacher support materials were almost non-existent. The situation stirred an outcry on the part of parents and disillusionment among ICT teachers. There was a common belief that children were turning away from computers and that there was a rampant dislike for ICT as a subject in schools. Among this hurly burly, no one seemed to have paid enough attention to what the pupils had to say about their learning experiences in the ICT classroom. This book is based on a study conducted to understand and offer explanations for primary pupils’ perceptions of their ICT classroom environment, their attitudes towards it and their motivation to follow the ICT class. The effect of ICT teachers’ job satisfaction on pupils’ perceptions, attitudes and motivation has also been investigated. The report paints a picture that is different from the common belief.
Teachers’ mathematical beliefs refer to those conceptions held by teachers on the teaching and learning of mathematics. Educationists have attempted to systematize a framework for teachers’ mathematical belief system into smaller sub-systems. Most authors agree with a system mainly consisting of beliefs about what mathematics is, how mathematics teaching and learning actually occurs, and how mathematics teaching and learning should occur ideally. Certainly, the range of teachers’ mathematical beliefs is vast since such a list will include all teachers’ thoughts on personal efficacy, computers, calculators, assessment, group work, perception of school culture, particular instructional strategies, text books, students’ characteristics and attribution theory, among others.
The purpose of this study is to examine teachers’ conception about constructivism teaching and to assess the existing practices of teachers in the classroom. In doing so, this study will explore conception of teachers’ about constructivist theories of learning and their practices in the classroom and tries to analyze which activities of teachers’ go in line with the constructivism assumption. The data were collected from the participant teachers using detailed interviews, classroom observations, and documents analyses. Teachers were demonstrated elements of constructivism learning principles in the classroom.
There are various technologies within the e-learning environment. These technologies include e-Book, Publishing and Presentation tools such as PowerPoint, World Wide Web and Web 2.0. There seem to be evidence that learners who use technology as a primary resource have better outcome in their studies. This happens mostly in the social sciences subjects. Unfortunately, science subjects such as mathematics seem to be lacking in e-learning as a platform for teaching and learning. In this book a framework to enhance teaching and learning of mathematics subject using Web 2.0 in African high schools was developed.
Despite the fact that oral literature has been taught as an academic discipline in the university since the late 1960s, and early 1980s in secondary schools, the teaching of oral literature in secondary schools in Kenya is beset with many problems. The general feeling is that the teaching is rather haphazard. The integration of English language and literature has further compounded the problem making some teachers de-emphasize oral literature. Hence, the purpose of this book is to analyse the effectiveness of teaching and learning of oral literature. The book seeks to determine to what extent the Integrated English syllabus has improved the teaching of oral literature, teacher qualification and competence, availability of teaching learning resources, appropriateness of the teaching learning resources as well as the teacher’s attitude towards oral literature as well as ways of enhancing the teaching and learning of oral literature.
Studies have shown that the use of computer technologies enhance the learning of students. The integration of ICT is seen as a priority by governments and schools both in Australia and overseas but despite the resultant provision of infrastructure and professional development, little appears to be happening in secondary school classrooms. Mathematics education in public secondary schools in New South Wales, Australia and around the world has been experiencing a wave of reforms directed toward the integration of technology in mathematics courses. This book modeled mathematics teachers’ use and non use of technology in teaching using variables such as: beliefs of mathematics teachers about teaching and learning of mathematics with or without technology, barriers to computer use and professional development undertaken by teachers with technology. It also contains a comprehensive discussion of learning theories that are useful in teaching mathematics with technology. The prospective and experienced mathematics teachers interviewed shared their teaching experiences when to use and not use technology.
This study sought to investigate the status of readiness of public secondary schools in Mogotio district of Baringo County in Kenya to integrate ICTs in Mathematics teaching. The study was guided by the following specific objectives: To assess the availability of ICT infrastructure like computer laboratories, computer hardware and software programs for integrating ICTs in Mathematics teaching in the schools; to establish the teachers’ readiness in terms of skills and training for integrating ICTs in the teaching of Mathematics; to determine the teachers’ attitudes towards the use of ICTs in Mathematics instruction; and to establish the hindrances that teachers are encountering in the integration of ICTs in the teaching of Mathematics in the schools. The study employed a descriptive survey design where head teachers and mathematics teachers of public secondary schools in the district were targeted. Questionnaires and observation checklists were used to elicit data for the study. After coding the responses, data was entered into the SPSS computer program for analysis. The findings of the study are discussed herein.