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I EFFECTIVENESS of IMPLEMENTATION OF EFFECTIVENESS OF IMPLEMENTATION OF STRENGTHENING OF MATHEMATICS AND SCIENCE SECONDARY EDUCATION PRACTISES AND TEACHING OF MATHEMATICS IN NYERI COUNTY, KENYA MUGO NANCY WANJIRU A PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL MANAGEMENT, POLICY AND CURRICULUM STUDIES IN PARTIAL FULFILLMENT FOR THE AWARD OF DEGREE OF MASTER OF EDUCATIONAL ADMINISTRATION OF KENYATTA UNIVERSITY NOVEMBER 2019 i DECLARATION I declare that this research project is my original work and has not been presented in any other university/institution for consideration of any certification. This research project has been complemented by referenced sources duly acknowledged. Where text, data (including spoken words), graphics, pictures or tables have been borrowed from other sources, including the internet, these are specifically accredited and references cited using current APA system and in accordance with anti-plagiarism regulations. Signature Date Mugo Nancy Wanjiru E55/CE/21156/2012 This project report has been submitted with my approval as the University Supervisor. Signature Date Dr. Daniel Mange Lecturer, Department of Educational Management, Policy and Curriculum Studies Kenyatta University ii DEDICATION I dedicate this work to my dear husband, Mr. Mugo Waithaka, my dear children Ian, Ivy and Joy Valerie who may have endeavoured a lot of vexation and discomfort while I was away for research work. Further I dedicate this work to my dear parents who sacrificed their meager resources to provide me with education and moral support during the study period. iii ACKNOWLEDGEMENT Above all, the Almighty God receives the highest appreciation and acknowledgement for sparing my life and providing me with sufficient energy, time and wisdom which enabled me to carry out the intended work. My heartfelt appreciation goes to my supervisor Dr. Daniel Mange, for guidance and help on thesis writing despite his busy schedules. My gratitude and respect goes to Kenyatta University Department of Educational Management Policy and Curriculum Studies, the graduate school and the entire management of the University. I would also like to appreciate NACOSTI for permitting me to conduct the study in Nyeri County. Special thanks to all the heads and teachers of the secondary and primary schools in Nyeri County where I carried out the survey for their cooperation during data collection. I wish to appreciate my course mates for their encouragement which I believe enabled me to carry on during difficult moments. I do recognize your moral, spiritual and intellectual support. Thank you very much. I fully acknowledge the patience, tolerance and understanding of my family members, Mugo (husband), Ian (son) and Ivy (daughter) who put up with my absence and lack of due attention. Thank you very much. iv TABLE OF CONTENTS DECLARATION................................................................................................... ii DEDICATION...................................................................................................... iii ACKNOWLEDGEMENT ................................................................................... iv TABLE OF CONTENTS ......................................................................................v LIST OF TABLES .................................................................................................x LIST OF FIGURES ............................................................................................. xi ABBREVIATIONS AND ACRONYMS ........................................................... xii ABSTRACT ........................................................................................................ xiv CHAPTER ONE: INTRODUCTION ..................................................................1 1.1 Background to the Study ..............................................................................1 1.1.1 Teaching Mathematics .....................................................................3 1.1.2 Strengthening Mathematics and Sciences in secondary schools (SMASSE) Programme ....................................................................5 1.1.3 SMASSE Practices and Teaching Mathematics ..............................9 1.1.3.1 Utilization of Local Resources..........................................9 1.1.3.2 Classroom Practices ........................................................10 1.1.3.3 Attitudes of Teachers ......................................................11 1.1.3.4 Attitudes of learners/Students .........................................12 1.1.4 Effectiveness of SMASSE Practices and Teaching Mathematics .12 1.2 Statement of the Problem ...........................................................................14 1.3 Purpose of the Study ..................................................................................15 1.4 Objectives of the Study ..............................................................................15 1.5 Research Questions ....................................................................................15 1.6 Research Hypothesis ..................................................................................16 1.7 Significance of the Study ...........................................................................17 1.8 Assumptions of the Study ..........................................................................18 1.9 Limitations of the Study.............................................................................18 1.10 Delimitation of the Study ...........................................................................19 1.11 Theoretical Framework ..............................................................................19 1.12 Conceptual Framework ..............................................................................21 v 1.13 Definition of Terms....................................................................................23 CHAPTER TWO: REVIEW OF RELATED LITERATURE ........................24 2.1 Introduction ................................................................................................24 2.2 Use of Resources and Teaching Mathematics ...........................................24 2.3 Classroom Practices and Mathematics Teaching .......................................27 2.4 Teachers attitude and beliefs on SMASSE programme and teaching mathematics ...............................................................................................30 2.5 Students attitude and beliefs on SMASSE programme and teaching mathematics ...............................................................................................32 2.6 SMASSE In-Service training for teachers .................................................34 2.7 Empirical Review.......................................................................................37 2.7.1 Utilization of local Resource and Teaching Mathematics .............38 2.7.2 Classroom ASEI-PDSI Practice and Teaching Mathematics ........39 2.7.2 Teachers Attitude towards ASEI-PDSI and Teaching Mathematics ...................................................................................44 2.7.3 Students‟ Attitudes towards ASEI-PDSI and Teaching Mathematics ...................................................................................46 2.8 Chapter Summary and Research Gaps .......................................................49 CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ........50 3.1 Introduction ................................................................................................50 3.2 Research Design and Locale of the Study .................................................50 3.2.1 Research Design.............................................................................50 3.2.2 Locale of the Study ........................................................................51 3.3 Target Population .......................................................................................51 3.4 Sample and Sampling Techniques .............................................................52 3.5 Research Instruments .................................................................................53 3.5.1 Questionnaires................................................................................53 3.5.2 Interview Schedule.........................................................................54 3.6 Piloting .......................................................................................................54 3.7 Validity of Instruments ..............................................................................55 3.8 Reliability of Research Instruments ...........................................................55 vi 3.9 Data Collection ..........................................................................................56 3.10 Data Analysis .............................................................................................56 3.11 Ethical Considerations ...............................................................................58 CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION...................60 4.1 Introduction ................................................................................................60 4.2 Response Rate ............................................................................................61 4.3 Demographic Profile of the Respondents ..................................................61 4.3.1 Gender Distribution .......................................................................61 4.3.2 Age Distribution
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