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
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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.
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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.
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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
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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
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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 of Head Teachers and Mathematics Teachers ...62 4.3.3 Professional Qualifications ...... 63 4.4 Principals‟ Descriptive Data ...... 63 4.4.1 Student Population in School 2016 ...... 63 4.4.2 The number of students under each grade listed in Mathematics ..64 4.4.3 Duration served as principal ...... 65 4.4.4 Attendance of the SMASSE INSET for the teachers...... 66 4.4.4.1 Teachers attendance of SMASSE INSET training ...... 66 4.4.4.2 Subject Studies at SMASSE INSET training...... 66 4.5 Availability and Use of Resources ...... 68 4.5.1 Whether the teachers use teaching aids during mathematics lesson...... 68 4.5.2 Whether teachers engage students in the preparation of teaching aids ...... 68 4.5.3 Whether schools had a library...... 69 4.5.4 Relevance of the mathematics reference materials ...... 69 4.5.6 Whether reference materials were readily available from the library ...... 69 4.5.7 Adequacy of learning materials ...... 69 4.6 Teachers‟ ASEI-PDSI Classroom Practice ...... 70 4.6.1 Supervision of ASEI-PDSI Mathematics Classroom Practices .....70 4.6.2 ASEI-PDSI Mathematics Classroom Practices and Teaching Mathematics ...... 74
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4.7 Descriptive Statistics for Teachers Attitudes towards ASEI-PDSI approach and Mathematics Performance ...... 76 4.7.1 General Information ...... 76 4.7.1.1 Subject Taught by the Teachers ...... 76 4.7.1.2 Experience in Teaching Mathematics ...... 76 4.7.1.3 KCSE mean score in your teaching subjects (mathematics) ...... 77 4.7.1.4 Lessons Taught Weekly ...... 78 4.7.1.5 Teachers‟ Responsibility in the School...... 78 4.7.1.6 Teachers‟ Responsibilities Outside School ...... 79 4.7.1.7 Teachers‟ Attendance of the SMASSE INSET ...... 79 4.7.1.8 Cycles of the SMASSE INSET in Mathematics ...... 80 4.7.2 Teachers Attitude towards ASEI/ PDSI Class Room Practices .....80 4.7.3 ASEI/PDSI Implementation...... 83 4.7.4 Teachers Attitude to ASEI/ PDSI Class Room Practices and Teaching Mathematics ...... 84 4.8 Descriptive Statistics for Students attitudes and after Introduction of SMASSE Programme and teaching Mathematics ...... 85 4.8.1 Good Performance in Mathematics ...... 85 4.8.1.1 Students‟ Career Choice ...... 85 4.8.1.2 Whether the teacher cover the syllabus on time ...... 86 4.8.2 Students‟ Attitude toward Mathematics...... 86 4.8.2.1 Whether mathematics is a favorite subject ...... 86 4.8.2.2 Placement of students‟ performance in mathematics...... 87 4.8.2.3 Reasons for scoring below 50% in mathematics ...... 88 4.8.2.3 Whether students had a personal study timetable ...... 88 4.8.3.4 Students‟ Attitude toward Mathematics and KCSE Mathematics Performance ...... 88 4.9 Interview Schedule to SMASSE INSET Trainer in Charge of Mathematics ...... 89 4.10 Inferential Statistics ...... 91
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CHAPTER FIVE: SUMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION ...... 94 5.1 Introduction ...... 94 5.2 Summary of Major Findings ...... 94 5.2.1 Utilization of Resources and Teaching Mathematics ...... 95 5.2.2 Teacher Classroom Practices and Teaching Mathematics ...... 96 5.2.3 Teachers Attitudes on SMASSE Programme and Teaching Mathematics ...... 96 5.2.4 Students Attitudes on SMASSE Programme and Teaching Mathematics ...... 97 5.2.5 Interview Results ...... 98 5.3 Conclusion ...... 98 5.4 Recommendations ...... 99 5.5 Suggestions for Further Studies ...... 99
REFERENCES ...... 101
APPENDICE: ...... 108 Appendix A: Letter to the Respondents...... 108 Appendix B: Questionnaire for Headteachers ...... 109 Appendix C: Questionnaire for Teachers ...... 112 Appendix D: Questionaire for Students on Performance in Mathematics after Introduction of SMASSE Project...... 116 Appendix E: Interview Schedule to Smasse inset Trainer in Charge of Mathematics ...... 119 Appendix F: County Secondary Schools ...... 121 Appendix G: Responses on Attitudes towards ASEI/ PDSI Class Room Practices ...... 122 Appendix H: Research Budget ...... 123 Appendix I: Proposed Schedule of Activities ...... 124 Appendix J: Research Approval from Kenyatta University ...... 125 Appendix K: Research Authorization from NACOSTI...... 126
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LIST OF TABLES
Table 4.1: Instrument response rate ...... 61 Table 4.2: Gender distribution ...... 61 Table 4.3: The number of students under each grade listed in Mathematics ..64 Table 4.4: Attendance of the four cycles of SMASSE INSET ...... 67 Table 4.5 Adequacy of learning materials ...... 69 Table 4.6: Supervision of ASEI-PDSI mathematics classroom practices...... 71 Table 4.7: Correlation between ASEI-PDSI Mathematics Classroom Practices and Teaching Mathematics ...... 75 Table 4.8: Subject taught by the teachers...... 76 Table 4.9: KCSE mean score in teaching subjects (mathematics) ...... 77 Table 4.10: Lessons Taught Weekly ...... 78 Table 4.11: Teachers‟ responsibility in the School ...... 78 Table 4.12: Teachers‟ responsibilities outside school...... 79 Table 4.13: Cycles of the SMASSE INSET in Mathematics ...... 80 Table 4.14: Descriptive Analysis of Attitudes towards ASEI/ PDSI Class Room Practices ...... 81 Table 4.15: ASEI/PDSI Implementation...... 83 Table 4.16: Correlations between Attitudes towards ASEI/ PDSI Class Room Practices ...... 84 Table 4.17: Placement of students‟ performance in mathematics...... 87 Table 4.18: Correlation between students‟ attitude toward mathematics and teaching mathematics ...... 89 Table 4.19: Regression Model Summary ...... 91 Table 4.20: ANOVA for performance in mathematics ...... 91 Table 4.21: Results of Regression Analysis...... 92
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LIST OF FIGURES
Figure 1.1: Conceptual Framework ...... 21
Figure 4.1: Age distribution of head teachers and mathematics teachers ...... 62
Figure 4.2: Professional qualifications ...... 63
Figure 4.3: Student populations in school 2016 ...... 64
Figure 4.4: Duration served as principal ...... 65
Figure 4.5 Attendance of the SMASSE INSET for the teachers...... 66
Figure 4.6: Subject studies at SMASSE INSET training ...... 67
Figure 4.7: Attendance of SMASSE training for the head teachers ...... 68
Figure 4.8: Experience in Teaching Mathematics ...... 77
Figure 4.9: Attendance of the SMASSE INSET ...... 80
Figure 4.10: Students‟ career choice ...... 85
Figure 4.11: Whether the teacher cover the syllabus on time ...... 86
Figure 4.12: Whether mathematics is a favorite subject ...... 87
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ABBREVIATIONS AND ACRONYMS
ADEA: Association for Development of Education in Africa
AIR: American Institute of Research
ASEI: Activity, Student, Experiment and Improvisation
CDE: County Director of Education
CEMASTEA: Centre for Mathematics, Science and Technology Education in
Africa
DAC: Development Assistance Committee
DEO: District Education Officer (Office)
DQASO: District Quality Assurance and Standard Officer
FEMSA: Female Education in Mathematics and Science in Africa
GOK: Government of Kenya
ICE: International Conference on Education
INSET: In-service Education and Training
JICA: Japan International Corporation Agency
KCSE: Kenya Certificate of Secondary Examination
KIE: Kenya Institute of Education
KJSE: Kenya Junior Secondary Examination
KSSHA: Kenya Secondary Schools Heads‟ Association
KSTC: Kenya Science Teachers‟ College
MDG: Millennium Development Goals
MoEST: Ministry of Education, Science and Technology
NACOSTI: National Commission for Science, Technology and Innovation
NAEP: National Assessment of Educational Progress
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PDSI: Plan, Do, See and Improvise
PPE: Post Primary Education
PTTC: Primary Teachers Training College
QASO: Quality Assurance and Standards Officer
RECSAM: Regional Centre for Education in Science and Mathematics
SMASSE: Strengthening of Mathematics and Science in Secondary
Education
TIVET: Technical, Industrial Vocational, Entrepreneurship and
Training
TSC: Teachers‟ Service Commission
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ABSTRACT
Strengthening of Mathematics and Science Secondary Education (SMASSE) in- service training has been ongoing since 2004 when it was introduced in Nyeri County. The programme is believed to enhance teaching practices for mathematics and science teachers, and better performance of the students. However, empirical studies have not conclusively on its implementation and contribution towards teaching mathematics. The purpose of the study was to establish whether effectiveness of SMASSE implementation has enhanced teaching in mathematics for in Nyeri County secondary schools. Specific objectives of the study were: to establish whether in the implementation of SMASSE, utilization of local resources, classroom practices as well as attitudes and beliefs of teachers and students towards mathematics promoted learning of mathematics in Nyeri County. Vygotsky‟s constructivism Theory of Learning was adopted while empirical reviews enable the researcher identify research gaps. The study adopted a survey design, a method of collecting information by administering questionnaires and by interviewing a sample of individuals. The target population consisted of 2191 and sample size was 346 respondents sampled using simple random sampling technique at 30% for head teachers (8), mathematics teachers (24), 15% for students (312) and all (2) SMASSE trainers. Data was collected using questionnaires which were first piloting in three purposively selected schools. Data were analyzed using both descriptive and inferential statistics. Karl Pearson‟s moment correlation and multi-regression coefficient were computed to enable inference, conclusion and recommendations. Quantitative findings were reported by use of frequency tables. Qualitative data were analyzed through content analysis and presented through prose discussion based on their support to the quantitative analysis. The study findings were that the SMASSE INSET training programme can enhance the performance of secondary school students in mathematics. However, the programme has not been attended by majority of science teachers in Nyeri County. Teachers‟ classroom practices, attitudes towards ASEI/ PDSI approach influenced mathematics teaching. Students‟ attitudes towards mathematics also affected their performance in mathematics, and they cited that teachers did not cover the syllabus on time, meaning the teachers study plans were not effective. The supply of learning materials was effective though usage by teachers had challenges since they did not engage students in preparation. The inferential results affirm descriptive results and the study thus concludes that there is a significant relationship between effective SMASSE practices implementation and teaching in Nyeri County Secondary schools. The study recommends that the ministry of education should initialize teachers‟ sensitization programmes on SMASSE INSET training, thereby informing them of its importance in enhancing teaching in sciences and capacity to improve students‟ performance in class and national exams.
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CHAPTER ONE
INTRODUCTION
This chapter presents the background to the study, the statement of the problem, the purpose of the study, research questions, assumptions, limitations, delimitations, significance, theoretical framework, conceptual framework and operational definitions of terms.
1.1 Background to the Study
Education has been defined as the continuous process whereby society is able to assist its members to understand the heritage of the past and to participate productively in the future. It brings out the in-born powers and potentialities of people in the society and the acquisition of skills, aptitudes, and competencies necessary for self-realization and for coping with life‟s problem (Kenaz, Kiplagat
& Nyongesa, 2016). Bethell (2016) considers it a tool to be used for the integration of the individual into the society to achieve self-realization, develop national consciousness, promote unity, and strive for social, economic, political, scientific, cultural and technological progress.
Globally, education is a topic that has always been given a lot of attention as it is considered to be one of the pillars of society. It is the basis needed on a personal level as well as on a more global perspective in being the element contributing to the growth of a country and being the key for a promising future (Ayiego, 2015).
In developing economies, education is viewed as the solution for poverty and development challenges. Through education, economic development is expected
1
(Pardimin & Huda, 2018). In focusing on the above, the very important education subject of this study is mathematics.
Wafubwe (2014) contended that mathematics has been an important subject in secondary school learning. Crucial ideas are generated in mathematics in response to powerful global forces in establishing ways to develop livelihoods including business, government and the homesteads. Mathematics also enables other disciplines to develop, thanks to the scientific linkage in the development of logical thinking. While the learners develop capacity to solve mathematical problems, they discover their mathematical abilities that develop their learning identity, thus their mathematical identity.
Bethell (2016) contended that mathematics play a crucial role in education as it is a knowledge branch used in daily life situations regarding finances while being present in an increasing amount of jobs related to engineering, technology, design and animation, to name some of the most popular ones. However, anxiety towards mathematics is observed globally by secondary school students. Mathematics as a subject is perceived to be very hard, with many students having negative attitudes towards mathematics lessons. As part of education, learning in mathematics has become a global focus with many initiatives employed by governments to support teachers and learners, including Strengthening Mathematics and Sciences in secondary schools (SMASSE) programme.
Mathematics is seen by society as the foundation of scientific and technological knowledge that is vital in social economic development of the nation. Because of
2 this, mathematics is a compulsory subject at both primary and secondary levels in
Kenya. Mathematics is also used as a basic entry requirement into any of the prestigious courses such as medicine, architecture and engineering among other degree courses. Despite the important role that mathematics plays in society, there has always been poor performance in the subject at public examinations. This study sought to unearth the implication of SMASSE project implementation on teaching mathematics in secondary schools in Kenya.
1.1.1 Teaching Mathematics
In today‟s world, students require both cognitive and practical experiences throughout the continua of their mathematics education to be productive 21st century citizens (Winnaar, Frempong & Blignaut, 2015). Abramovich, and
Grinshpan, et al. (2016) indicated that traditionally, classic results and open problems serve to motivate not only the students but also the educators themselves.
Since effective mathematics teachers are needed, action learning should be used promotionally at all levels of mathematics education, knowing that future instructors are amongst the current student population. Though the necessity of mathematical learning at the primary, secondary, and tertiary schools is common knowledge, the question on how to teach mathematics is controversial.
An appropriate way to teach mathematics at all levels is to do it through applications rather than to use traditional lectures, emphasizing the formalism of mathematical machinery. Real-life applications keep concerned people motivated while learning mathematics. Motivation for mathematics instructors derives from exposure to new experiences with action learning (Kogan & Laursen, 2014). There
3 are now many hundreds of action learning projects on record, representing a wide range of topics. Additionally, there is always some fine action learning going on.
By repeatedly utilizing concept motivation and action learning at all levels of mathematics education, overall student success has great potential to improve,
(Ellerton, 2013).
Science and Mathematics instruction today has widely embraced support for
„hands-on‟, student centered, inquiry-oriented programmes and constructivist classrooms (Ayiego, 2015). The constructivist approach to teaching and learning lays emphasis on critical thinking and problem solving skills for students whereby students plan, direct and create their own learning. Such a classroom, demands a different role and practice for the teacher. The changing idea of the educator in a constructivist learning situations "Instructors must move their consideration far from themselves as powerful moderators of logical data, towards an attention on understudy's formative needs to learn science with comprehension."It requires change of attitudes for both teachers and students (Huda, & Mustari, et. al., 2017).
The emerging student interest in mathematics is due to action learning and concept motivation having been used to rectify the widespread formalism in mathematics teaching which, in particular, has become an obstacle to the success of STEM education (Nyamari, Kyalo & Opakas, 2017). At the onset of formal mathematics education, schoolchildren should begin experiencing action learning and concept motivation pedagogy enhanced, as appropriate, by asking and answering questions and learning to use technology.
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Mutambuki (2014) contended that examinations can when used properly; improve the quality of teaching and learning. When Kenya Certificate of Secondary
Education (KCSE) results are released the feedback is sent to schools through a report indicating not only how students have performed but also what teachers and students should do to improve on future examinations. Quality assurance is accomplished through review of foundations and providing details regarding examination results. It is additionally accomplished through evaluating the educational program through substantial and solid national examinations whose outcomes are referred to as markers of nature of training in the nation.
1.1.2 Strengthening Mathematics and Sciences in secondary schools
(SMASSE) Programme
The SMASSE project in Africa is the Jomtein declaration of education for ALL
(EFA) in 1990 that marked a shift of Japans focus from “hardware” type of projects - for example - the supply of buildings to schools, to “software” type of projects. Furthermore, at the United Nations general conference of trade and development. Japan expressed her interest towards supporting education activities in Africa through a paper that was then presented during the 7th SMASSE-
WESCA annual conference which was held in Lusaka, Zambia (Ayiego,
Amuyunzu, Ngome, & Mandilah, 2015). JICA recognized Africa‟s need for assistance when it came to improving: the quality of education; the training of teachers; and the administration & management of schools. Japan is familiar with the concept of in-service training of teachers and further more is experienced in linking that which is taught in mathematics to that which is taught in science.
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The SMASSE programme in Africa was thus basically rolled out with the aim of assisting in the establishment of in-service training that was institutionalized and mainly for mathematics teachers. African countries face common problems in mathematics namely: poor performance of students; and finally the necessity to transform the nature of lessons from being teacher-centered to being learner- centered .In addition, what had been learned in Kenya was to be shared with other
African countries (George, James, Justus, and Zacharia, 2012).
Wafubwe (2014) accords that in Ethiopia; the reason behind JICA‟s cooperation in the education sector was so as to improve the accessibility of secondary education by all students in the country, in addition to improving the quality of education.
Capacity building was thus increased for both teachers and school directors.
SMASSE in Ethiopia was started in 2011 and its focus was on building the capacity of those teachers who taught mathematics in grade 7 & 8, through a series of training activities. In Rwanda, the aim of the SMASSE programme was to achieve social &economic development, through the development of human resource, in science and technology, with the target being all mathematics teachers, and in close coordination with the Ministry of Education (MoE).
SMASSE programme was introduced in Kenya by Japan International Corporation
Agency (JICA) in collaboration with the Government of Kenya to in-service
Science and Mathematics teachers. This was as a result of continued decline in the performance in Kenya Certificate of Secondary Education (KCSE) examination in
Mathematics which had become a major national concern. Mathematics and
Science are very important for any country‟s economic development framework
6 and Kenya‟s vision of becoming an industrialized nation by 2020, as well as the
Vision 2030, (Wafubwe, 2014). Republic of Kenya (2012) emphasizes on
Mathematics and science subjects as critical for the achievement of these goals.
Mutambuki (2014) posited that in this system, educating is set to include practical work. Handy work way to deal with the instructing and learning empowers students to get progressively inspired by the topic. This is because they either see or perform by themselves and their interest in learning the subject is enhanced.
There were requirements on in-administration and pre-administration teachers' exhibition when clarifying ideas in arithmetic. He opines that instructor learning is a noteworthy supporter of the organizing and conveying of arithmetic exercises.
Subsequently the idea of subject substance information which is a variable of
SMASSE INSET decides effectiveness of instructing learning exercises.
SMASSE INSET is undertaken on a part time basis and teachers attend the training during holidays. Kenyan government initiative in collaboration with the government of Japan through Japan International Co-operation Agency (JICA) started operating on a pilot basis in July 1998 in nine districts namely Kisii,
Kajiado, Maragua, Gucha, Makueni, Butere-Mumias, Kakamega, Murang‟a and
Lugari. In October 2000 its scope was extended under an in-country Training
Program to include an additional six (6) districts namely Meru South, Taita-Taveta,
Kiambu, Kilifi, Baringo and Garissa. In 2001 the project was expanded to other districts in the country. A total of 108 INSET centers were established throughout the country before the conclusion of the SMASSE project-2009 – 2015, (Njoroge,
2014).
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The beneficiaries of the SMASSE INSET are in the 3,500 public secondary schools of Kenya, 15,000 serving Mathematics and science teachers in public secondary schools and 855,000 secondary school students. There are 108 SMASSE
District INSET centres. In 2010, the ASEI-PDSI paradigm was piloted in the primary teachers‟ colleges in Kenya; the primary school science teachers started attending the INSETs using the same ASEI-PDSI paradigm (Elmoge, 2018).
According to Nui and Wahome (2006), the project was introduced in Nyeri central sub-county in 2004, which was then Nyeri Central District. The SMASSE project was to be covered in four cycles. Cycle 1 emphasized on attaining a positive attitude change towards Mathematics and Science education among the stakeholders especially the teachers and the learners. Cycle 2 was based on hands- on activities that were designed to address specific areas that were considered difficult and hence not adequately handled by the teacher. This provided opportunity to put into practice the principles of Activity Student-Centered
Experiment and Improvisation (ASEI) movement and Plan Do See and Improve
(PDSI) concepts.
However, the effectiveness of the programmer‟s implementation has not been review in the recent past, hence the onus of this study. With cognition of Cycle four of SMASSE INSET on monitoring and evaluation, this study seeks to establish the effectiveness of the implementation process from primary sources-
Nyeri County secondary schools. The main emphasis of cycle four was student growth and impact transfer. The SMASSE Project INSET adapted the key teacher strategy cascade mechanism of delivering INSETs.
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1.1.3 SMASSE Practices and Teaching Mathematics
The SMASSE programme aimed at assisting to improve performance in Science and Mathematics (Aguirre, Mayfield-Ingram & Martin, 2013) through: Motivating teachers and learners to change their negative attitude towards science and mathematics; In-servicing teachers through provision of new instructional methodologies for Mathematics and Sciences; and provide Science and
Mathematics equipment, facilities and other teaching resources for common use.
There are four distinct practices entrenched in the SMASSE programme that relate to mathematics teaching and focused in this study as below.
1.1.3.1 Utilization of Local Resources
Use of local resources has been commended as a way to improve learning in mathematics under the SMASSE project. Teaching aids present a more practical approach on pedagogies, while teachers‟ capacity to improvise may enhance learning understanding of mathematics. Utilization of local resources is entrenched in Cycle two and three as it regards to classroom environment and facilities that promote teaching mathematics Nyamari, et.al. (2017).
CEMESTEA (2013) advocates that Cycle two principles allude that the main focus is preparation of ASEI lesson plans and their presentation peers; carrying out practical activities involving demonstrations, standard exercises, experiments and discovery experiments; field experiments and project work ideas discussion; discussion on areas of difficulty in specific subject areas especially those identified in the baseline studies such as; laboratory management and organization, difficult
9 topics/ or concepts, sourcing of resources and facilities and ways of improvising apparatus and materials.
According to Wanjohi (2011), the student centered teaching/learning activities involve performing experiments. The rationale is the established fact that human beings are more likely to remember what they see more than what they are told.
Apart from training the learners practice on how to handle apparatus/equipment, experiments and also enhance learning by promoting curiosity and interest.
1.1.3.2 Classroom Practices
Classroom Practices entail the actual learning environment. The SMASSE INSET, advocates for ASEI lessons through the PDSI approach. The teaching notes are integrated in the lesson plan to avoid over reliance on teaching notes, at the expense of planning. The teacher also evaluates the lesson at every stage of its development. The main emphasis, of cycle two, is proper lesson planning and a practical approach in the teaching of Mathematics and the sciences. Learner participation and the variation of stimuli by the teacher for effective learning through the ASEI movement and PDSI approach is encouraged during the training
(Njoroge, 2014).
Follow-up on cycle two is the third cycle of INSET to bring about positive attitude towards science and mathematics among participants and their students; enhancing participants‟ ability to plan and implement ASEI lessons in school and translate theoretical pedagogical issues into actual practice in the classroom; clearly bringing out the importance of practical work in teaching and learning;
10 enabling the participants to develop skills in the area of improvisation and down- scaling; encourage the spirit of teamwork among participants. These are the key aspects that the teachers‟ are expected to implement in actual classroom teaching
(Ayiego, et al., 2015).
1.1.3.3 Attitudes of Teachers
Attitude, guidance and habit that serve as affective ability are important in the study of mathematics in the sense that attitude towards mathematics and the teaching of mathematics can influence teaching in a classroom. In the SMASSE programme this was articulated in Cycle one training programme termed attitude change. INSET emphasis is laid on attaining a positive attitude towards science and mathematics subjects among the stakeholders, the teachers and the learners
(CEMESTEA, 2013). The sessions are used to enlighten participants on the issues that strongly influence how they perceive and conduct their duties as teachers and how learners perceive and react to their lessons. The main topics covered during the cycles are attitude; communication; adolescent problems; stress and stress management; gender issues; motivation; work ethics and value judgments; performance in sciences and Mathematics in Kenya; teaching approaches and methods of teaching sciences.
Di Martino and Zan (2015) suggest that teachers' beliefs and values about teaching and learning affect their teaching practices. Attitudes of teachers towards the
SMASSE program and mathematics in general are critical aspects in enhancing teaching and learning in secondary schools. In case a teacher has a negative attitude towards mathematics, they tend to apply learning methods based on rules.
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On the other hand, those with positive attitude will adopt methods which are focused on understanding, exploration and finding links in mathematics (Huda et al., 2017).
1.1.3.4 Attitudes of learners/Students
Attitudes of learners are envisaged in Cycle three, whereby the training of teachers is expected to enhance the convictions of the learners to be more pro-active during learning and thus improve performance. According to Sonnert, Sadler and
Bressoud (2015), students‟ attitude towards SMASSE and mathematics as a subject may also affect the teachers‟ performance. Concentration, participation in class mathematics activities may be affected by attitude and behaviour factors. This may affect the teachers‟ facilitation in mathematics lessons and eventually the learners‟ performance. However, how teachers and students‟ attitudes on SMASSE affect teaching mathematics in secondary schools shall be evaluated in this study.
1.1.4 Effectiveness of SMASSE Practices and Teaching Mathematics
Studies have evaluated the impact of SMASSE on learning process in both primary and secondary schools. Nyamari, et al., (2017) studied the effect of SMASSE in- service training on performance of mathematics in selected Secondary schools in
Kenya. The research found out that strengthening mathematics and sciences secondary education, in-service education training project had significantly improved performance of mathematics. The study established that Strengthening
Mathematics and Sciences Secondary Education, In-Service Education Training has changed attitude of teachers and students, improved pedagogical content
12 knowledge and teaching/learning materials, and thus some improvement in performance of mathematics.
Mutambuki (2014) contemplate on the impact of SMASSE venture on execution of arithmetic in optional schools in Kitui focal region, Kitui County, Kenya concluded SMASSE structure affected the performance of mathematics in secondary schools and that the structure needs to be changed to enhance more efficiency. Wafubwe (2014) further recommended that CEMASTEA group should address the difficulties looked by educators so the execution of the methodology should be possible in an increasingly compelling manner. CEMASTEA (2013) reported that teachers at secondary level in Kenya had increased enthusiasm, knowledge and confidence as a result of effective ASEI-PDSI intervention. The teachers gained better knowledge of learners and were more able to view learning as linked to teaching and learning processes.
Teaching in mathematics could be improved with addressing knowledge, attitude, skill, belief and certification. All these have their significant role to enhance the teaching performance. With their relationship, it can support the way of teaching style by managing the process in the sense that focuses on determining the factors in influencing the teaching performance. Some studies have been explored in terms of the significance on these components (CEMASTEA, 2013; Huda, et al., 2017).
These components have been considered with a comprehensive structural model of teaching performance. Formulating the model components were adopted into the mathematical content knowledge to enlarge the professional quality of teaching performance.
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The purpose of SMASSE was to upgrade the performance of young Kenyans in
Science and Mathematics. SMASSE being an innovation, follow-up is necessary to assess its success in implementation and whether it achieves what it was meant to achieve (reliability). This is in order to make any necessary adjustment if the study revealed the need to do so since an innovation needs maintenance for it is a very expensive undertaking.
1.2 Statement of the Problem
Mathematics is a core subject up to secondary school level of education in Kenya.
Every student has to take Mathematics as one of the subjects of study. The attainment of vision 2030 requires that science and technology be at the core of learning for the country to be industrialized. However, execution in science has remained a worldwide concern. According to Ayiego (2015), majority of the lessons did not encourage a learner-centered approach as emphasized in the
SMASSE INSET. Teachers dominated in class activities with little student participation. The Kenya government through the Ministry of Education in conjunction with the government of Japan came up with SMASSE In-service
Education and Training (INSET) as a remedy to the problem.
Since the introduction of 8-4-4 system of education in 1985, most schools in Nyeri
Central Sub County have been performing poorly in Mathematics (Njoroge, 2014;
Wafubwe, 2014; Ayiego, 2015; Kenaz, et al., 2016; Nyamari, et al, 2017). There is limited information on whether upon implementation of SMASSE programme teachers were able to enhance teaching skills and practices to the benefit of
14 enhancing learners‟ performance in mathematics in Nyeri County. This study thus sought toad knowledge in this area of study.
1.3 Purpose of the Study
The purpose of the study was to find out the influence of SMASSE programme on teaching Mathematics in secondary schools in Nyeri County.
1.4 Objectives of the Study
1) To find out the effect of utilization of resources available towards promoting
teaching of mathematics in Nyeri County
2) To identify the effect of classroom practices towards promoting teaching of
mathematics in Nyeri County
3) To determine SMASSE programme effect on teachers‟ attitude and beliefs
towards promoting teaching of mathematics in Nyeri County
4) To find out SMASSE programme effect on students‟ attitude and beliefs
towards promoting teaching of mathematics in Nyeri County
1.5 Research Questions
The study sought to answer the following questions.
1) What is the effect of utilizing resources available towards promoting teaching
of mathematics in Nyeri County?
2) What is the effect of classroom practices towards promoting teaching of
mathematics in Nyeri County?
3) To what extent has SMASSE programme affect the teachers‟ attitude and
beliefs towards promoting teaching of mathematics in Nyeri County?
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4) What is the effect on students‟ attitude and beliefs on SMASSE programmes
towards promoting teaching of mathematics in Nyeri County
1.6 Research Hypothesis
The study sought to establish the relationship between the study variables and utilized the following hypotheses.
1) H0 There is no significant relationship between utilization of availability
resources for ASEI/ PDSI and promoting teaching of mathematics in Nyeri
County
H1 There is a significant relationship between utilization of availability
resources for ASEI/ PDSI and promoting teaching of mathematics in Nyeri
County
2) H0 There is no significant relationship between teachers ASEI-PDSI
Mathematics Classroom Practices and promoting teaching of mathematics in
Nyeri County
H2 There is a significant relationship between teachers ASEI-PDSI Mathematics
Classroom Practices and promoting teaching of mathematics in Nyeri County
3) H0 There is no significant relationship between teachers‟ attitude and beliefs in
SMASSE programmes and promoting teaching of mathematics in Nyeri
County
H3 There is a significant relationship between teachers‟ attitude and beliefs in
SMASSE programmes and promoting teaching of mathematics in Nyeri
County
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4) H0 There is no significant relationship between Students‟ Attitude and beliefs in
SMASSE programmes toward Mathematics and promoting teaching of
mathematics in Nyeri County
H4 There is a significant relationship between Students‟ Attitude and beliefs in
SMASSE programmes toward Mathematics and promoting teaching of
mathematics in Nyeri County
1.7 Significance of the Study
The findings of the study may be important in establishing the effectiveness of
SMASSE project in improving performance in Mathematics in KCSE exams.
Results of the study may help establish the extent to which resources promote teaching and learning of Mathematics. The results of this study therefore may give an insight about ASEI-PDSI innovation implementation in classrooms in a number of areas for the benefit of the Kenya Institute of Curriculum Development. It would reveal the degree to which the teachers are actually implementing the ASEI-
PDSI innovation, it would present information for programme administrators in
SMASSE, to uncover areas that need greater depth in initial training sessions at the national level, these findings could be used to justify whether the amount of money the government of Kenya is investing in the implementation of SMASSE is well spent as well as enhance the knowledge of policy makers and programme managers‟ in the Ministry of Education on the various environments in which programme implementation is likely to succeed.
The process may then be replicated in other educational programmes in the country. It also described the quality of implementation needs that need to be
17 monitored in the ASEI-PDSI practice, by the Quality Assurance and Standards
Officers (QASO). These research findings may provide curriculum developers at the Kenya Institute Curriculum Development (KICD), with the pertinent problems which characterize the implementation of training programmes. Finally, the study could raise issues and challenges leading to further research by other scholars interested in curriculum implementation issues.
1.8 Assumptions of the Study
The study was guided by the following assumptions: i) The respondents would give true information, ii) All Mathematics teachers in secondary schools in Nyeri County had
undergone the four cycles of SMASSE project insets iii) The resources in the SMASSE project centers are easily accessible for all
teachers in Nyeri County iv) Schools can readily supply teachers with materials for improvisation v) All students in Nyeri County have their Mathematics syllabus covered before
they sit for their KCSE exam.
1.9 Limitations of the Study
The study faced challenges especially during data collection. This was because the study targeted teachers and students whose timetables were different. Some schools were also located in remote places that were difficult to access. Some respondents were not willing to participate due to the sensitivity of the survey, as it involved actual class environment. They feared that providing the information might have a negative impact for the teachers, Principals and the entire school.
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1.10 Delimitation of the Study
To ensure timely data collection, the researcher made prior arrangements with the respondents in order to minimize the negative effects of the differing timetables.
Research assistants were recruited, trained and engaged to ensure timely data collection. The researcher introduced the University‟s authority to undertake the research and explained to respondents on the confidentiality of all information provided. Importantly, the researcher assured respondents that the data collected was for academic purposes only. Generalization to other parts of the sub county could be applied with caution since the needs of the schools are different.
1.11 Theoretical Framework
The study was based on Vygotsky‟s constructivism Theory of Learning which posits that humans are able to understand the information they have constructed.
Lev Vygotsky‟s theory of socio-cultural learning highlights the role of social and cultural interactions play in the learning process (McKinley, 2015). Vygotsky‟s theory states that knowledge is co-constructed by individuals through social interactions. It is known as a social constructivist hypothesis in light of the fact that the student must be occupied with the learning procedure. Learning occurs with the help of other individuals, in this manner contributing the social part of the hypothesis (Weber, Maher, Powell, & Lee, 2008).
According to Matsumura, Slater and Crosson (2008), students are viewed as focal in the learning procedure by the Vygotsky‟s theory. Learning is influenced by our preferences, encounters, the time wherein we live, and both physical and mental development. Whenever persuaded, the student practices his will, assurance, and
19 activity to accumulate particular data, convert it, detail theories, test these suppositions by means of utilizations, communications or encounters, and to reach evident determinations. Constructivism changes the present study halls into a learning building site where data is assimilated and information is worked by the student.
Omoifo (2012) posited that in the Vygotsky‟s theory, a facilitator needs to show an entirely unexpected arrangement of abilities than that of a teacher. An instructor tells, a facilitator asks; an teacher addresses from the front, a facilitator bolsters from the back; an instructor gives answers as shown by a set instructive program, a facilitator gives rules and makes the earth for the student to touch base at his or her very own decisions; an educator generally gives a monolog, a facilitator is in persistent exchange with the students. Thus relations of teachers and students are critical in this theory.
Vygotsky‟s constructivism Theory of Learning was applied in conceptualization of the aspects of mathematics learning environment upon SMASSE implementation as regards use of mathematics resources; classroom practice; teachers lesson planning and students‟ interactions, students work, observations, points of view and tests. Where SMASSE is effective, there are high scores in Mathematics after students are able to manipulate resources provided, engage teachers while seeking knowledge and dynamism in mathematics approach. These are the main constructs for this study.
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1.12 Conceptual Framework
The conceptual framework below describes the connection between the independent variables and the dependent variable.
Independent variables Dependent variable
SMASSE PRACTICES TEACHING IN MATHEMATICS
Use of locally available resources
- Access to resources
- Utilization of teaching Aids - Improvisation
Classroom Practices
- Collaborative learning
- Lesson Planning Mathematics Teaching - Teachers skills - Learning procedure - Teachers motivation Teachers Attitudes and Beliefs - Students Motivation - Self-Efficacy - Students Performance - ASEI-PDSI and quality learning
- Pedagogic Value
Students Attitudes and Beliefs
- Acquire positive attitude
- Better study habits
- Better understanding of the concepts
Figure 1.1: Conceptual Framework Source: Researcher (2019)
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According to the framework, SMASSE project tenets: Use of locally available resources, involvement of learners in the learning process (dialogue), engaging learners though hands-on activities, grouping learners into smaller groups and allowing them to perform tasks under the teachers‟ guidance, are believed to affect teachers in terms of motivating them.
The aspects also helping them acquire a positive attitude towards the subject itself which in effect influences the students‟ understanding capacity as well as allowing them to be adequately prepared for the lesson. This further reflects on the student since they will be able understand the concept better and acquire a positive attitude towards the subject as well and as such enhancing students cognitive capacities.
All this factors put together lead to the improvement in the academic performance in the K.C.S.E Mathematics examinations. The contribution of teachers‟ capacity to impart knowledge in mathematics, the teacher/student relationship as well as perceptions of students on mathematics will be assessed. This association will be an enabling metric for KCSE performance in mathematics.
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1.13 Definition of Terms
Adoption- Adoption is the application of ASEI-PDSI classroom practices innovation in the classroom.
Asset - Any physical or virtual substance of restricted accessibility that should be utilized to get a desired output or response
Attitude- A positive or negative predisposition to think, feel, perceive in a certain way towards implementing an innovation
Classroom practices- refer to the methodology employed during teaching, the
ASEI-PDSI classroom practices.
Effectiveness- The degree to which something is successful in producing a desired result; success.
Implementation- the process of putting a decision or plan into effect in line with
SMASSE programme vision.
Innovation- refers to an idea, practice or object that is perceived as new, ASEI-
PDSI classroom practice is the innovation.
Performance- Achievements in Examination and general achievement in teaching aspects.
Resources- a source of supply, support, or aid, especially one that can be readily drawn upon when needed
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter reviews literature on the implementation of SMASSE practices and relation with teaching in secondary school. It entails SMASSE aspects of : importance of good classroom practices or teaching strategies in Mathematics
(ASEI-PDSI), use of resources and how they affect learning and performance in mathematics, teacher training the SMASSE way and the impact of SMASSE on
KCSE exams in relation to change of attitude towards mathematics by both the teachers and the learners.
2.2 Use of Resources and Teaching Mathematics
The utilization of resources in education brings about fruitful learning outcomes since resources stimulate students learning as well as motivating them. A common way to examine the utilization of education resources is to analyze school expenditure. This is because school expenditures constitute the bulk of all resources devoted to schooling and they are tractable instruments of education policy (Mutambuki, 2014). A school should adequately utilize the available facilities to advance learning opportunities offered to pupils. It is the responsibility of the head teacher to ensure that there is adequate classroom space to enable teaching learning process to take place and should ensure that all facilities are efficiently and effectively utilized so as to achieve educational goals and improve learning outcomes.
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Resources in learning offer exceptionally ground-breaking picture for speaking to and understanding number activities which children can disguise and accordingly use for mental figuring. Resources include good mathematics textbooks, drawing instruments, measuring instruments, geometric models, materials for numeration and computation for example calculators, items for demonstrating probability, equipment for demonstrating have strong visual and tactile appeal that relates well to how children learn and enable children to explore the properties of numbers independently of the teacher (Atmotiyoso & Huda, 2018).
According to Anshari, Almunawar, Shahrill, Wicaksono & Huda (2017), the dynamic experimentation where a child handles solid articles and sees what happens goes before the formal activity arrange in learning scientific thoughts.
Each time a model is utilized in the classroom, it should assume a positive job in giving further students comprehension of Mathematics. Models represent a particular idea, give a premise to advancement or are utilized as a vehicle for student disclosure.
According to Zan and Di Martino (2014), visual guides utilized should fuse the fundamental thoughts of the subject under thought and ought to be misused widely over an extensive stretch of time with the goal that the structure it offers can be absorbed. As far as possible they should be available as large model for class demonstration and small model for individual pupil to use. Teachers no longer rely upon chalkboard and textbooks. There are commercially available resources, resources prepared by the teacher and students and resources available within the community. Material resources may include textbooks, charts, maps, audiovisual
25 and electronic instructional materials such as radio, tape recorder, television and video tape recorder. Other category of material resources consist of paper supplies and writing materials such as pens, eraser, exercise books, crayon, chalk, drawing books, notebooks, pencil, ruler, slate, workbooks and so on.
Teaching and learning resources can be used to improve students‟ interest in
Mathematics, to motivate, drill and practice of skills, to illustrate and clarify mathematical concepts and principles and to provide remedial work for slow learners and supplementary activities for faster or highly motivated students.
Children may arrive at a concept partly as a result of logical reasoning and partly because of their experiences with manipulating objects (Klassen & Tze, 2014).
Models are devices which can help pupils to solve their problems, discover or create new ideas, systems, relationships, generalizations, express ideas and facilitate creative thinking. Model making is also a useful and meaningful activity for slow learners.
SMASSE project emphasizes on improvisation of locally available materials to aid in teaching. Features of well-designed visual aids comprise of the following
(Njoroge, 2014); Purpose; The information in the aid must help the pupils in learning, must be relevant to the lesson; Simplicity; Must be understood by the pupils, unnecessary details are excluded; Accuracy; No mistakes of facts or spelling, no misinformation; Clarity; All details on the aid can be easily seen and read by the pupils furthest away from it; Attractive; The pupils like looking at it, it holds their interest.
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In Kenya, Nyamari, et al, (2017) posited that even in cases where qualified teachers were available - and in adequate numbers -or even cases in which teaching equipment and materials were adequate, the performance of students in mathematics was not necessarily good. Actually, surprisingly, a significant number of schools which were characterized by minimal facilities instructional materials, but with teachers who taught effectively had been observed to post good performance in mathematics. This revealed the possibility that the achievement of students from learning could primarily be determined by what went on in the classroom -that is– those approaches and methodologies that were used to deliver the contents of a subject.
2.3 Classroom Practices and Mathematics Teaching
Teachers‟ classroom practices are critical in enhancing mathematics learning in secondary schools. According to Mutambuki (2014), for quality learning knowledge to all students, exercises in the classroom must be all around and arranged adequately. They depict obligations and qualities of the 21st century teachers as: coordinating directions and projects to student's trademark, leading assignment investigation to recognize a fitting starting point, and an intelligent succession for guidance, determining learning expectations.
Wakaya, Nui and Ombati (2012) examined the pedagogical approaches used by teachers in developing countries. They affirmed that three most commonly used approaches and practices in sub-Saharan Africa were learner-or student-centered, child-centered and activity-based learning with approaches reported as student- centered dominating. Each school is required to have a pedagogical framework that
27 is collaboratively developed with the school community to ensure high quality, evidence-based teaching practices focused on success for every student.
Huda et al., (2017) advocated that class exercises ought to be decidedly ready to suit the students' abilities and interests. Exercises must invigorate students to need to become familiar with the new data. One designs for a gathering of students he/she needs to take part in what is classified "task-investigation exercises". Task examination necessitates that one takes the substance that will be instructed and first, distinguish the ideal outcomes from learning of the substance; furthermore, break the substance into littler segments or sub-errands that intelligently work towards the ideal outcomes; lastly, characterize suitable showing approaches for every one of the segments and determine exercise destinations. When assignment investigation has been done agreeably, at that point pursues exercise introduction.
Successful exercise introduction has a few key components that incorporate invigorating and keeping up of intrigue. The Content introduced should premium and spur singular students. The teachers needs to utilize an assortment of ways to deal with persuade students. Assortment is fundamental on the grounds that every student's needs are novel. Inspiration ought to be toward the start of the exercise, during learning arrangement, lastly, at exercise end at long last, on sequencing of exercises, an exercise introduction pursues a sensible grouping (Liburu, 2012).
CEMASTEA (2015) indicates that a plan of work is a key arranging archive for all teachers. It is an individual intend to cover the prospectus, considering factors like time distribution, understudies' capacity levels, and students' past involvement, accessible assets and placing content in a legitimate arrangement. Mathematics
28 exercise plan is a short, deliberately created and composed blueprint intended to enable the educator to accomplish the goals of a particular point, aptitude.
Ayoiego (2015) asserted that teachers planning are indispensable for compelling educating and learning process. Powerful educating incorporates: arrangement, execution, and assessment. In readiness, they said that the teachers allude to the schedule in order to make the plan of work and exercise plans. In usage, the teachers is associated with the real instructing of the substance, class the executives and utilizations educating/learning materials to accomplish the predefined exercise goals.
CEMASTEA (2013) reported that teachers at secondary level in Kenya had increased enthusiasm, knowledge and confidence as a result of effective ASEI-
PDSI intervention. The teachers gained better knowledge of learners and were more able to view learning as linked to teaching and learning processes.
Assessment is regulated in type of persistent evaluation, and end obviously examination. They further depict teachers planning to incorporate class the board.
They characterize class the board as including the making of an animating learning condition in which viable educating/learning can happen. So as to accomplish this, they state that it is prudent to think about gathering of students, watching class routine and class association. On homeroom association, they state that seating course of action should be done in gatherings.
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2.4 Teachers attitude and beliefs on SMASSE programme and teaching
mathematics
Convictions are characterized as close to home develops that give a comprehension of an educator's training. The instructional method utilized in the study hall is dictated by the ways of thinking the teachers holds about math science. In other words, the teacher conviction about arithmetic has extraordinary effect on the educating of science and learning of arithmetic in the homeroom (Atmotiyoso &
Huda, 2018). Educator convictions about science and the learning of arithmetic encroach on understudies' convictions and objectives inside the branch of knowledge. This demonstrates instructor convictions and frame of mind about science to a great extent shapes the teaching method they use consequently the reaction they acquire from their students.
Attitudes particularly like and dislike, attractions and aversion, interests and antagonisms are traceable to strong emotional experience or to incidents or associations of a definitely pleasant or unpleasant nature. They are also built up by means of many different forms of experiences. Such experiences include what one is told, see or read. The information may be true, distortion of the truth or it may be wholly false. Performance in mathematics may be influenced by the student‟s attitude towards the subject. Those who do well in the subject have positive attitude towards it and those who do poorly have negative attitude towards the subject.
Teachers‟ attitudes and beliefs about science powerfully affect the acts of educating. An educator with negative convictions about arithmetic impacts his or
30 her students adversely, though the students of instructors with positive convictions about science appreciate and effectively perform in math. They reason that what goes on in the arithmetic study hall is legitimately identified with the convictions instructors hold about science.
Beswick (2007) consent to that teachers attitudes and beliefs , for example, nature of arithmetic and the limits of their students to learn math science impact their practices in showing the subject. On the off chance that an educator has a positive conviction that his or her students will accomplish in the subject, certainly he will impact higher accomplishment. In the meantime, if his sentiments about the subject are negative – that math science is hard, certainly he will affect the equivalent to his/her students.
Different explores guarantee that educator convictions identify with teachers homeroom practice. Educator convictions and frames of mind essentially add to upgrading instructive viability and accomplishment. A solid positive conviction causes higher accomplishment among students. A positive teachers frame of mind adds to the development of students' inspirational demeanors. It is expected that teachers who hold more student focused, socio-constructivist arranged convictions would convert into their study hall rehearses more prominent energy towards effectively captivating their students in securing scientific ideas and creating numerical masterminds and issue solvers.
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2.5 Students attitude and beliefs on SMASSE programme and teaching
mathematics
Attitudes are feelings and beliefs that largely determine how students perceive their environment, commit themselves to the intended actions and intimately behave.
For them to perform well in a certain task, he or she should be positively motivated
(Schoenfeld, 2014). Wenger-Trayner and Wenger-Trayner (2015) indicate that positive attitude motivates students to work and the end result is good performance. Positive attitude towards Mathematics by the learners leads to good performance. Lack of interest, motivation and confidence makes students view
Mathematics as a hard subject. Further he points out that there is a belief that mathematics is a God given gift for a few only. Mediocre expectations by parents, teachers and society that males should do better than females in Mathematics discourage the girls from doing well.
In everything we do, success is determined by the attitude with which we appreciate it, and in most cases, we become what we think. If students are to do well in Mathematics then they should change their attitude towards the subject and teachers should make a big contribution by impacting on the children the importance of Mathematics, check on Where the teacher is pleasant, enthusiastic about his subject and sensitive to the needs of his students, the latter may develop favorable attitudes towards the teacher and the subject. If the teacher is punitive, the child will tend to develop negative attitudes towards the teacher and towards the subject. This will prevent the child from doing well and will serve to reinforce his or her dislike for the subject (Cribbs, 2016).
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Ikeda and Matsubara (2017) indicate that students learn attitudes as well as mathematical content from their classroom experiences. The solution to overcoming the negative reaction of pupils to open problems is never to allow such attitudes to develop. This can only be achieved by pupils experiencing problems and investigations from the moment they enter the reception class or the first standard or grade. If the approach is continued through subsequent classes, standards or grades, pupils‟ perceptions of Mathematics will be quite different from what is found to be the case at the present time. They accord that there is possibility that a liking for Mathematics stemmed from preferred style of study.
According to Rotich and Mutisya (2013), mathematics does not involve the learners in revealing emotions or opinions to others and hardly involves any communication with others the fact that mathematics provides a beautiful safe haven from the fears and anxieties of life is attractive to some. He also showed that pupils regularly see the Mathematics study hall similar to a spot for rivalry which is attractive to a few and not to other people. A focused air can go about as an impetus for effective pupils and for less successful pupils a negative attitude to
Mathematics is the outcome.
Liburu (2012) indicates that students who believe Mathematics is difficult attend
Mathematics classes unwillingly and simply do not put a lot of effort since they already believe they will never do well. Some of these students end up joining the teaching profession, carrying with them the fear of Mathematics. Consciously or unconsciously, they make pupils believe that Mathematics is difficult and that it is suitable for the gifted few. That it is possible to shift attitudes of pupils in a desired direction by means of suitable instructional material has been shown by some
33 studies for example musical interest may be increased by suitable musical training.
The same leaf can be borrowed for Mathematics. Teachers should direct their efforts towards attitude development as well as academic growth.
2.6 SMASSE In-Service training for teachers
The American Federation of Teachers stipulates that in a school organization, the most important asset is the teaching force. Therefore, the most important investment a school system can make is to ensure there is continuous learning of teachers. In-service programmes are expected to help respective teachers in forming positive images of them as they acquire knowledge, skills and values that are appropriate for their work in teaching and in providing experiences in particular contexts through field experiences (Ellerton, 2013).
Munyao (2013) notes that in-servicing of teachers in Japan is a continuous process.
Teachers attend in-service courses at purpose built centers which are supported by the government. The teachers who attend are not given monetary incentives and attendance to in-service is voluntary however, it is a must for newly employed teachers who are then supposed to attend INSETs after every five years in their early initial services before ten years.
Liburu (2012) accords that the project was best suited for African countries, basically, developing countries, as it is such countries that were known to face severe resource constraints. The project was also suitable for such countries since they focused on strengthening mathematics, within those structures that were in existence. This thus saw emphasize on the need for effective mobilization of
34 resources and as a result make people recognize the need for consensus building, on educational issues.
George, James, Justus, and Zacharia (2012) indicated that the Ministry of
Education Science and Technology thus needed policies that were capable of recognizing the need for change and thus be able: to welcome possible challenges and as a result set guidelines for guiding and effecting changes in KESSP; to acknowledge the need for professional development despite constrained resources; and finally, to come up with an outline for other policies but ones still dealing with the funding of various education initiatives. JICA, MOEST and the Sub-County
Head Teachers Association were all supposed to sponsor the SMASSE project.
Republic of Kenya (2016) indicates that in order to achieve its objectives,
SMASSE established INSETs for Mathematics and science teachers at the national down to the district levels in order to consequently strengthen the performance in
Mathematics and science. The SMASSE Project was launched in 1998 as a pilot project in 9 districts and expanded to the national level in July 2003. The INSET unit was then located in Kenya Science Teachers College (KSTC). This project, to date, is under the Directorate of Quality Assurance and Standards. In 2004,
SMASSE started a training programme for Western, Eastern, Central and Southern
Africa (WECSA) regions known as SMASSE-WECSA Association.
Laskasky (2018) accorded that the main objective of training teachers the
SMASSE path was to make teachers change the classroom environment in educating and learning by which the learning was gone for being more understudy
35 focused, increasingly down to earth situated and empowered utilization of locally accessible materials to direct little scale tests. The primary message is that students learn by being actively involved in the teaching/learning process. Learners create their own knowledge from situations in the environment.
The baseline studies conducted by the SMASSE project enabled them to come up with an INSET relevant to the needs of the trainees. In a number of cases, the district trainers have continued to conduct a session on baseline studies, which echo the national INSET programme and content. SMASSE (2004) indicates that the main issues identified by the overall needs assessment conducted in 1998 were negative attitude, inappropriate teaching methodology, poor mastery of content, lack of professional interaction for teachers, inadequate development of teaching and learning materials and various administrative issues.
The CEMASTEA training needs assessment survey report (2015) on teaching and learning mathematics and science in secondary schools in Kenya revealed a number of challenging topics to teach or learn captured from interviews and questionnaires to students, teachers, heads of departments, and principals of schools. Three-dimensional geometry was one of the topics cited as difficult to teach and learn by teachers and students. The SMASSE project uses the cascade system of INSET with two levels of training, one at the national and the other at the district level.
Studies indicate the challenges inherent and effects of SMASSE training programmes in Kenya. Irungu and Mugambi (2013) reported that teachers
36 frequently stormed out of SMASSE INSET centers over issues such as poor accommodation facilities and meager daily allowances. Officials were also asking
JICA to withdraw its sponsorship until these issues are addressed. This was a distressing indication on the foundation of SMASSE implementation that may thereafter affect teaching mathematics.
Wafubwe (2014) studied the influence of strengthening of mathematics and science in secondary education (SMASSE) project in the instruction of mathematics in secondary schools of Rangwe Division, Homa Bay County-Kenya.
It established that SMASSE project has not improved teachers‟ teaching approaches and teachers are still using the traditional approaches like chalk and talk.
From the above studies it is observed that the teachers of mathematics face a number of challenges in the process of implementing ASEI-PDSI approach in the classrooms. The study also established that although the introduction of SMASSE project has influenced students‟ attitude positively, it has however not been translated to the improved students‟ performance. The study recommends that the
CEMASTEA team should address the challenges faced by teachers so that the implementation of the approach can be done in a more effective way.
2.7 Empirical Review
Empirical research is based on observed and measured phenomena and derives knowledge from actual experience rather than from theory or belief. It entails the review of data collected appertaining to a particular research. It engages the most
37 recent research available and aids in ascertainment of research gaps that a current study is to fill.
2.7.1 Utilization of local Resource and Teaching Mathematics
Nyamari, et. al., (2017) established that lack of teaching equipment in most schools in Kenya discouraged teachers from doing their best. Teachers are motivated by well equipped schools. The use of learning resources involves the use of more than one of the human senses at the same time during learning process. Studies by psychologists like Vygotsky and Bruner found out that different human senses account for varying percentage of learning. It is estimated that touch accounts for
6%, hearing 11% and sight 83%, hence, the need for teaching aids in the facilitation of learning science and other subjects.
Di Martino and Zan (2015) study established that improvisation of locally available learning resources forms critical inputs in teaching since they assist the learner to synthesize what is being learnt. Nyawira (2015) study in Nakuru Kenya acknowledged that appropriate teaching methods accompanied by relevant learning resources trigger the desirable learning activities resulting to learning of concepts.
According to CEMESTEA (2013), multimedia learning combining animation with narration generally improves performance on retention tests better than when information is presented as either text or narration alone. Meaningful learning is demonstrated when the learner can apply what is presented in new situations, and students perform better on problem-solving transfer tests when they learn with words and pictures.
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Teaching and learning resources are vital in any meaningful system of education.
SMASE 2013 states that, the foundation of all learning science is the first hand experience with real things. Science teachers need to work with students to come up with ways to improvise locally available learning resources thus making students to think critically about the scientific concepts underlying the devices.
2.7.2 Classroom ASEI-PDSI Practice and Teaching Mathematics
Teacher assumes a significant job in the arrangement of value training. The assortment of study hall rehearses they use in associating with students assume a basic job in the comprehension of numerical ideas and by and large execution in
Mathematics. Teachers‟ study hall practices are unmistakably proposed to improve adapting yet might possibly do as such, contingent upon the degree of adequacy,
(Winnaar, et al., 2015). Coe, Aloisi, Higgins and Major (2014) characterize powerful instructing as an action which prompts improved understudy accomplishment utilizing results that issue to the future achievement of the understudies. They contend that, so as to pass judgment on whether instructing is successful, it must be assessed against advancement made by students.
According to Kosko (2012), certain characteristics of students and classrooms have been identified by mathematics education literature as facilitative of mathematical discussion, and students‟ engagement in it. One such factor is a feeling of student autonomy in the discussion process, a factor emphasized in ASEI-PDSI. Another regularly enunciated normal for compelling talk is a positive social air among understudies and between the students and instructor. Furthermore, saw numerical
39 ability of students by teachers, friends or themselves associate with how students participate in scientific talk.
Close checking, sufficient pacing and study hall the executives, just as clearness of introduction, well-organized exercises and enlightening and empowering input - considered the key parts of direct guidance have by and large been appeared to positively affect students accomplishment. Following the horrible showing in the vast majority of the Trends in International Mathematics and Science Studies, the rising economies need to take a gander at instructor classroom rehearses and the effect thereof as one conceivable method for tending to this low execution,
(Winnaar, Frempong & Blignaut, 2015).
Several studies have been undertaken in relation with mathematics performance in schools. CEMASTEA carried out a series of studies on the SMASSE programme including (i) A Lesson Observation Study, the Practice of ASEI-PDSI by Teachers of Mathematics and Science in Secondary Schools in Kenya (2011), (ii) Effects of
ASEI-PDSI Approach to Teaching and Learning on Mean Attitude –Score-
Towards–Mathematics, Mathematics-Mean-Achievement-Score and Retention of
Secondary School Students in Nairobi Province, Kenya (2012) (iii) A 2008/2012
Comparative Study on the Supervision and Practice of ASEI-PDSI Approach in
Secondary Schools in Kenya (2013) and (iv) A SMASSE Project Impact
Assessment Survey 2012 in Secondary Schools in Kenya.
Fabian, Lolita and Mogege (2017) study in South Africa established that teachers watching each other's exercises influenced the students' exhibition emphatically,
40 albeit most educators were not excited about coordinated effort with their friends.
This examination demonstrated that different teacher study hall practices influence student execution in Mathematics fundamentally and that these practices ought to be recognized and systems set up to help teachers as far as these practices.
Makeba (2017) study on the performance of black male students‟ performance in
Mathematics in Florida USA established that safe relationships allowed children to exist and function without concern. The supportive nature behind teacher-student relationships in the classroom gives the student liberty to focus on the cognitive, emotional social development needed to thrive and excel in school. A wide array of studies has found that positive teacher-student relationships contributed to an increase in academic outcomes, positive attitudes and favourable behavioural choices.
Hattie (2012) led more than 800 meta-studies covering around 80 million students.
His examinations are viewed as among the biggest accumulations of proof based research about what works best in training. Hattie found that the ten best effects on student accomplishment are: student self-announcing grades; developmental assessment; instructor lucidity; corresponding educating; input; educator understudy connections; meta-psychological procedures; self- verbalization/addressing; educator proficient advancement; and critical thinking educating.
Locally, Ayiego (2015) undertook a study to evaluate the degree of training and execution of ASEI-PDSI academic methodology in Vihiga County. The
41 examination discovered the act of PDSI approach, evaluated at 4.332 on a 5-point
Likert scale, affecting emphatically on execution and frame of mind. There were improved showing systems, spontaneous creation of assets, and utilization of exercise reason in Mathematics. It was noticed that 95.89 % of the instructors utilized the ASEI approach. Likewise, 67.12 % and 10.96 % of the teachers extemporized educating and learning helps without the ordinary ones generally and in every case individually. Instructors connected with students in shifted exercises in class and at home. In any case, 27.40 % seldom ad libbed since 35.71% of the teachers were new in the calling or experienced wear out disorder due to outstaying in a station or missed basic SMASSE (fortifying of arithmetic and science in optional training) cycles.
The examination demonstrated that 97.26 % of the teachers had plans of work, attesting the significance of the device for arranging in any educating and learning set-up. The plans of work were constantly utilized by 45.83 % and for the most part utilized by 40.28 % of the example respondents. Be that as it may, 12.50 % utilized them once in a while. These outcomes need to advise partners on viability regarding the SMASSE in-administration instruction preparing and make a catch up with a perspective on reinforcing the Program. Karuri (2015) study findings revealed that school managers significantly affected the management of SMASSE projects both at school and cluster level. It was found that school managers played a very important role towards positive achievement of SMASSE INSET since the managers were to oversee how teachers attended SMASSE seminars as well as ensuring that they practiced the acquired knowledge in class. School managers also played an important role of ensuring that resources were availed when needed by
42 mathematics teachers and also ensuring that SMASE follow-up activities were done by the concerned authorities such as CEMASTEA, QASOs and TAC officials. Finally, school managers ensured that teachers who had attended SMASE
INSETS also inducted the rest of the teachers through mathematics panel meetings or during staff meetings.
Kimani, Kara and Njagi (2013) examined the connection between chose educators' statistic attributes and study hall instructional practices and students' scholastic accomplishment in chosen auxiliary schools in Nyandarua County. One hundred and fifty three instructors chose arbitrarily from eighteen schools in three regions in the County took an interest in the examination. The investigation found that teachers' week after week showing remaining task at hand, organization of understudies' study hall assignments, assessment of understudies' Continuous
Assessment Test (CATs) results, arrangement of individualized consideration regarding frail understudies, time of fruition of Form Four schedule and setting execution focuses for KCSE altogether influenced understudies' scholarly accomplishment.
Although a sound knowledge of mathematics is generally regarded as a prerequisite for effective Mathematics teaching, there is scant evidence linking teacher preparation in mathematics directly to the achievement of students. While teachers' educational experience and credentials are often used by policy-makers and researchers as measures of teacher quality, these characteristics explain little of the variation in teacher performance in terms of improving student achievement
(Filmer, Molina & Stacy, 2015).
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2.7.2 Teachers Attitude towards ASEI-PDSI and Teaching Mathematics
Kenaz, et al. (2016) study sought to build up the impact of teachers‟ ability on math science execution in KCSE examinations among open auxiliary schools in
Nyatike Sub-area. The examination discoveries uncovered positive relationships between's; teachers instructive capabilities with arithmetic execution, teachers preparing with math science execution, and instructor involvement with math execution. In any case, it was additionally noticed that a few teachers holding confirmations from trustworthy schools, for example, Kenya Science University
College perform superior to those with college degrees from colleges.
Important to the concept of teacher clarity is the identification of clear teaching behaviour, including variables such as communication skill, accommodating learner differences, clarity of explanations, and assessment procedures, all of which impact student achievement. Teachers who are able to provide the most clarity are those who are confident in what they know and are able to engage learners, adapt lesson to ensure that all students remain interested, and who are able to answer all content-related questions that learners may have (Makeba,
2017).
Çatlıoğlu, Gürbüz & Birgin (2014) study on teachers analyzed data by the SPSS
(Statistical Procedures for Social Science) program. This helped to find out that although attitudes and perceptions to mathematics affect the anxiety levels towards the subject, variables such as the education level of the parents, family income and place of birth turned out to be not relevant, hence proving that some variables a researcher may consider for the analysis are inconsequential.
44
According Briggs (2014), desires for self-viability are self-administrative discernments that decide if instrumental activities will be started, how much exertion will be consumed, and to what extent it will be continued despite obstacles and disappointments. In this manner, self-adequacy convictions about close to home capacities to learn and perform practices to result desires may originate from dominance experience, social displaying, social influence, or mental or physiological reactions. Authority encounters have been found to have the best effect on self-adequacy.
Irungu and Mugambi (2013) study in Murang‟a County built up that in spite of the fact that there was some huge improvement in execution of Science and
Mathematics subjects, a great deal should be done to improve the demeanor of educators/ teachers. It unmistakably risen that, dominant part of teachers are constrained to go to the inset preparing. Be that as it may, lion's share of instructors utilize the suggested practices of showing like PDSI and ASEI which have expanded the students' enthusiasm for the learning of Science and Mathematics
Ndirangu (2013) undertook a study to establish the teachers‟ level of implementation of ASEI-PDSI classroom practices and established that implementers who had self-concerns were not implementing the ASEI-PDSI practices and those with impact concerns were implementing the innovation, and that there was a significant relationship between the teachers‟ attitude and the level of implementation.
A comparative study (2008 and 2012) of the supervision and practice of the approaches in secondary 60 schools in Kenya CEMASTEA (2013) found that mathematics and science teachers showed a negative attitudinal change (-11.21%).
45
The average attendance of mathematics and science teachers rose from 19.30% in
2008 to 55.75% in 2012; this increase though encouraging is still not good enough considering that teacher are at the forefront of adopting the approaches in the classroom. CEMASTEA (2013) further reported that teachers at secondary level in
Kenya had increased enthusiasm, knowledge and confidence as a result of effective
ASEI-PDSI intervention. The teachers gained better knowledge of learners and were more able to view learning as linked to teaching and learning processes.
2.7.3 Students’ Attitudes towards ASEI-PDSI and Teaching Mathematics
Perceptions and convictions about math arithmetic start from past encounters; containing both subjective and full of feeling measurements (Aguilar & Zavaleta,
2012). Grant, Crompton, and Ford (2015) indicate that from a subjective perspective it identifies with an individual's information, convictions, and other intellectual portrayals while from a full of feeling space it alludes to an individual's frames of mind, sentiments and feelings about arithmetic. The term is additionally seen comprehensively to incorporate all visual, verbal portrayals, allegorical pictures and affiliations, convictions, frames of mind and emotions identified with arithmetic and science learning encounters. Along these lines, the fundamental point of this investigation is recognizing the scope of cognition, convictions and dispositions towards arithmetic by students as it is seen by the auxiliary school understudies.
It is broadly guaranteed that, negative observations and fantasies of science are far reaching among the students, particularly in the created nations (Gadanidis, 2012).
He asserted that numerous students are terrified of arithmetic and feel frail within the sight of numerical thoughts. The students viewed Mathematics as
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"troublesome, cool, unique, and in numerous societies, to a great extent manly"
(Aguilar & Zavaleta, 2012). Schoenfeld (2014) portrayed math arithmetic as
"fixed, changeless, outer, immovable and uncreative" or "a coordinated test".
Indeed, even researchers and designers whose employments are identified with science regularly harbour a picture of arithmetic as a well-loaded distribution center from which to choose prepared to-utilize formulae, hypotheses, and results to propel their very own speculations (Cribbs, 2016).
Students‟ perceptions of SMASSE‟s ASEI-PDSI are critical in its effective implementation. First, students‟ perceptions of mathematics should be evaluated in understanding their identity and attitudes towards ASEI-PDSI programme. One aspect of math identity is an individual‟s self-concept in relation to doing mathematics. Schoenfeld (2014) enunciated this thought as the conviction frameworks with respect to math science and one's feeling of self as a scholar by and large and a practitioner of arithmetic. Consequently, character isn't just a person's convictions about their capacities and practices in math science yet in addition how the individual perspectives arithmetic substance and learning.
The SMASSE programme Impact Assessment Survey (2012) found that when learners have an opportunity to participate in lessons they tend to appreciate the
ASEI-PDSI approaches. Student attitude and perception of the approaches improved between 2008 and 2012. A correlation analysis between students‟ participation in lessons, their attitude towards learning and achievement in mathematics and science revealed a significant relationship between students‟ participation in lessons, attitude towards learning and achievement in mathematics and science, p<.01. This implies that there is a relationship between the variables.
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The researchers concluded that students appreciated their active involvement in lessons and this made them have a positive attitude towards the subject.
Several studies evaluated the implementation of SMASSE programme in Kenya.
Nanjekho (2014) study on SMASSE implementation and performance in mathematics in Rangwe, Kenya set up that the venture has not improved teachers' showing approaches teachers are as yet utilizing the customary methodologies like chalk and talk. From the investigation, teachers of math science face various difficulties during the time spent executing ASEI-PDSI approach in the study halls.
The investigation additionally settled that in spite of the fact that the presentation of SMASSE venture has impacted students' frame of mind decidedly, it has anyway not been meant the improved understudies' exhibition. She reasoned that
SMASSE venture has thusly not improved the exhibition of Rangwe division understudies in science.
Kimani (2013) examine results demonstrated that the net effect on students demonstrated that, students: were effectively engaged with the learning procedure; indicated extraordinary premium and responsiveness; went to the exercise all the more dependably and routinely; did their assignments all the more perfectly and quickly; did talks past class time; premium and interest was excited and supported as they related science to the genuine encounters; energized cooperation and permitted singular investment of the understudies; were furnished with chances to create key capabilities, for example, critical thinking, combination and use of data.
Further, CEMASTEA (2010) reports that midterm and end term evaluation conducted by JICA and GoK based on Development Assistant Committee criteria
48 rated SMASSE project highly successful. Technical cooperation with JICA has expanded with primary mathematics and science teachers INSET launched in
January 2009 for a period of five years. Whether this trend prevails to the present day is sought in this study.
2.8 Chapter Summary and Research Gaps
The literature from past studies gave a significant insight into the SMASSE programme and the ASEI-PDSI initiative for developing mathematics performance upgrade. The quality of the teacher in any school setting is claimed to be the most critical component for improving student achievement and closing achievement gaps. The importance of teachers‟ capacity for quality learning experience, lessons must be well planned and prepared effectively, a crucial aspect of ASEI-PDSI.
Proper training of the teachers was cited as crucial, though some teachers had to be coerced to undertake the training (Makeba, 2017).
It comes out clearly from the literature review that the classroom practices, attitude that the teacher holds towards an innovation in the SMASSE project and learners‟ attitude are critical to the successful implementation of the suggested innovation.
Various studies have indicated that an attitude depends on the level of motivation or de-motivation of the implementers (Ndirangu, 2013; CEMASTEA 2013, 2012;
Beswick 2007). However, little research focused on the case of Secondary schools, let alone mathematics, in the recent past. The success of the ASEI-PDSI programme has not been conclusively reviewed in the past four years, hence the importance of this study.
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CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter explains the research design, locale of the study, target population, sampling, research instruments, and data collection technique and analysis.
3.2 Research Design and Locale of the Study
3.2.1 Research Design
A research design is a detailed outline of how an investigation will take place. The research design typically includes method for data collection, instruments employed, instruments utilization and the intended means for analyzing data collected (Nachimias & Nachimias, 2006). Descriptive research design was used in preliminary and exploratory studies to allow the researcher gather information, summarize, present and interpret it for the purpose of clarification.
Descriptive design primarily aims at providing precise and valid representation of the factors that are relevant and related to the research questions or objectives
(Kothari, 2008). Being a social study, the descriptive design was found appropriate as respondents were expected to explain the aspects of the SMASSE programme implementation and teaching mathematics. Quantitative and qualitative analysis of data collected shall be based on the descriptions of the actual situation by the respondents in the study.
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3.2.2 Locale of the Study
The study was conducted in selected County secondary schools in Nyeri County,
Kenya. Nyeri town is about 160 km from Nairobi the capital city of Kenya. In
Nyeri, there are four SMASSE training centres and teachers in Nyeri have easy access to any of them since they are centrally located. Teachers are expected to visit the centres any time and even make use of the resources in the centres, thus, information on SMASSE project implementation was easily accessed from centre records and trainers in aiding this research work. The researcher intended to find out the extent to which the teachers make use of the available resources in the training centers.
Most of the schools in the study area are easily accessible and the researcher and research assistants were able to access the schools during data collection.
Mathematics is a compulsory lesson and therefore accessing details on its teaching was possible in the County. Further, the researcher is a mathematics teacher and could easily comprehend information given by respondents in regards to utilization of local materials, class practices and attitudes.
3.3 Target Population
Target Population is a group of individuals, objects, or items from which samples are taken for measurement (Mugenda, 2007). There are twenty-six County public secondary schools with about eighty (80) mathematics teachers and about one thousand five hundred and thirty (1530) form three students (Nyeri County
Director of Education Office, 2017). The population in this research was 2191
51 comprising 2081 form three students, 80 mathematics teachers, 26 Principals and 2
SMASSE trainers in Nyeri County.
Mathematics teachers were targeted because they were involved in teaching and guiding the learning of mathematics in schools. They were responsible for planning and implementing the process of teaching of mathematics in schools. The form three students were targeted because they could give the accurate view of teachers‟ teaching strategies, students‟ attitudes having being in the school for over two years and studying mathematics. One male and female trainer was engaged because of their responsibility in capacity building mathematics teachers on the
SMASSE programme.
3.4 Sample and Sampling Techniques
Purposive sampling technique was used to select percentage of form three students.
Stratified sampling technique was used to select schools depending on the type of school (boarding and day as well as Boys or Girls or mixed schools) and simple random sampling technique was used to select the mathematics teachers as well as the students. Simple random technique was used to select two random girls‟ boarding schools, two boys‟ boarding schools and four mixed day secondary schools.
All the trainers (2) were included in the study. Simple random sampling was applied at 30% for teachers and principals and the sample composition was teachers (24), Principals (8). In the case of students, the study utilized the rate of
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15% and the sample was (312). Therefore, the sample size for the study was 346 respondents.
3.5 Research Instruments
The study relied on primary data collected through questionnaires for head teachers, Mathematics teachers and students and interview schedules for SMASSE district trainers.
3.5.1 Questionnaires
The participants in this research study completed separate researcher-designed questionnaires. The instruments addressed the research questions in writing suitable questions for each group. The questionnaire was structured with questions concentrating on educators' recognitions on help, usage and the viability of
SMASSE INSET. The inquiries included organized and open-ended questions for complete input.
The closed ended questions required the respondents to choose one reaction from the choices while open-finished sort of things required the respondents to express their own perspectives on specific issues. Questionnaires provided comprehensive information and also provide a platform for both closed choices and opinion based options. Mugenda (2007) explain that questionnaires are important tools that are easy to manage as well as provide relevant data for various types of studies.
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3.5.2 Interview Schedule
Interview schedules were applied for the SMASSE trainers. The questions were phrased exactly as they appear on the guide. The guide was constructed in such a way that it is structured to minimize the writing by the interviewer. The guide also contained structured and open ended questions where the interviewer expected to start with structured and then probe deeply using open ended questions.
Kothari (2004) advocates that interview schedules were appropriate because the researcher was able to observe the facial expressions of the interviewee and also probe deeply on certain areas where the researcher may need clarification. The researcher in the process got to understand what the SMASSE trainer thought about the process of implementation of SMASSE. Interviewing technique is a good method in qualitative research.
3.6 Piloting
A pilot study was conducted in three schools in the County, (A County Boys
School, Girls School and a Day Secondary School) to test the validity and reliability of the study instruments. Six teachers and six form three students were picked at random from the three schools.. Further, the head teachers in the selected schools and one SMASSE trainer participated in the piloting. The results were useful for rebuilding incorrect questions. Irrelevant, vague, partial or difficult questions were adjusted to ensure user-friendliness and relevance and to determine the internal consistency and reliability of the instrument. After corrections, the questionnaires were prepared for use in the collection of data.
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3.7 Validity of Instruments
According to Nachimias & Nachimias (2006), validity is the degree to which results obtained from the analysis of the data actually represents the phenomena under study. The instruments were scrutinized for face and content validity by a trial run of the instruments through piloting. Appropriate adjustments were made on the research instruments to ensure that the measuring instruments provide adequate coverage of the topic under study. Moreover, the researcher consulted with the supervisors in order to ensure that the instruments collect the correct information.
3.8 Reliability of Research Instruments
Cronbach‟s alpha coefficient was employed to determine the internal consistency of the instrument. This test was used for this study because some of the questionnaires had open-ended questions that would yield more than one answer.
According to Mugenda (2007) “this technique requires a single administration and it provides a unique, quantitative estimate of the internal consistency of a scale” A computed alpha coefficient varies between 1 (denoting perfect internal consistency) and 0 (denoting no internal consistency).
According to (Orodho, 2009), a correlation value closer to 1.0 implied that the instrument is reliable and hence suitable for use. The level of acceptance was set at
0.5 which was show fairly reliability. Cronbach‟s Alpha coefficient test for internal consistency was computed using the following formula; Alpha = Nr (1 + r (N- 1)
Where; r = the mean inter- item correlation; N = number of items in the scale.
Results showed that the items had 0.721 values > .05, thus making the research
55 instruments reliable for the study. The sub-scales with reliability coefficients lower than 0.50 were deleted.
3.9 Data Collection
The researcher obtained permission to collect data from the Kenyatta University
Graduate School after approval by the supervisors. The researcher secured permission from the National Commission for Science Technology and Innovation
(NACOSTI) to collect data from the teachers and students in Nyeri County after the establishment of reliability of the instruments. The researcher did self- introduction to the head teachers and sought permission to collect data from the schools. The head teachers introduced the researcher to the teachers, requesting them to fill the questionnaire. Students also responded to the questionnaires which the researcher delivered personally to the selected schools. The researcher also did self-introduction to the SMASSE trainers and interview conducted on each of the two trainers at a time of their convenience.
3.10 Data Analysis
After data collection, the researcher scrutinized the instruments for completeness, accuracy and uniformity. The Statistical Package for the Social Sciences (SPSS) was used to code and tabulate scores collected from the survey and provide summarized values. Data collected were analyzed using both descriptive and inferential statistics. Descriptive statistics including frequency distribution, percentages means and standard deviation were calculated. These were mainly used to analyze the demographic and school information of the head teachers and teachers. Inferential statistics involved measures of Analysis of Variance
56
(ANOVA) and Pearson product-moment correlation to detect the amount of shared variance and the strength of relationship between the variables.
Regression method was also applied in inferential statistics. Regression analysis is a statistical tool for the investigation of relationships between variables (Alan,
2009). Usually, the investigator seeks to ascertain the causal effect of one variable upon another by measure of the association between the dependent and independent variable. This was usually done by formulating an equation in which multiple independent variables have parametric coefficients, which enables future values of the dependent variable to be predicted. Findings were reported by use of frequency distribution tables and percentages.
The researcher used the following multiple regression equation:
Y = a + β1C1 + β2C2 + β3C3 + ĕ
Where Y= Teaching Mathematics
Β1= Intercept or Constant
C1= Utilization of Local Resources
C2=Teachers Classroom Practices
C3= Teachers Attitudes
C4= Students Attitudes
C1, C2, C3 & C4 = Are the regression coefficients or change induced in Y by each C
ĕ = Error term
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Regression analysis was carried out as the significant effects of independent variables (C1, C2, C3, and C4) on dependent variable (Teaching Mathematics).
Tests of significance at 95% confidence level were applied on quantitative findings to establish the significance influence of each independent variable on Teaching
Mathematics in County Secondary Schools in Nyeri. Analysis variance (ANOVA) was used to determine the relationship of the variables.
Regression analysis was used to come up with the model expressing the hypothesized relationship between the independent variables (Utilization of Local
Resources, Teachers Classroom Practices, Teachers Attitudes, and Students
Attitudes) and the dependent variable (Teaching Mathematics). Data was interpreted through adjusted R2 and p-values at 95% confidence level.
Qualitative data was interpreted through themes. Responses were first coded by looking for similar words or phrases mentioned by respondents and then put into patterns, relationships, categories and/or themes. They were then generalized from the themes about the phenomena in question and interpreted in the light of the available literature.
3.11 Ethical Considerations
Ethics is the norms for conduct that distinguish between acceptable and unacceptable behavior. It is a method, procedure, or perspective for deciding how to act and for analyzing complex problems and issues Ethical norms also serve the aims or goals of research and apply to people who conduct scientific research or other scholarly or creative activities, Sekaran and Bougie (2010). To conform to
58 ethical standards, the research ensured a full disclosure of the intended study. The participants were explained to and given the opportunity to ask questions and had them answered by the researcher. The participant's consent was voluntary, free of any coercion or inflated promise of benefits from participation.
Research approval was sought from Kenyatta University of Graduate School and the NACOSTI. Since the methods for this research identify adults and children as participants, the researcher adhered to all ethical guidelines governing human subjects in research. Legal approval was received from the District Education
Department prior to collecting the data. The names of students, teachers, and schools were not revealed in the research. The names of the participants were not needed on the questionnaire, and they were informed about subject anonymity. The research was conducted without interfering with the traditional learning atmosphere of the schools as it was done during the time the teachers and the students concerned were free.
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CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.1 Introduction
This chapter presets the analysis of data collected during the study. The study aimed at establishing the teachers‟ level of implementation of ASEI-PDSI classroom practices by the extent to which they use available resources in instruction, strategies employed as well as training. Further, the study evaluated the teachers‟ attitude towards Mathematics that may affect the implementation of
SMASSE, and also the attitudes of students upon implementation of SMASSE towards their achievement in mathematics. It entails the study response rate, demographic profile of the respondents as well as the descriptive statistics based on the study variables. Inferential statistics are also presented. The objectives of this study were:
i. To find out the influence of utilization of resources available towards
promoting teaching of mathematics in Nyeri County ii. To identify the influence of classroom practices towards promoting teaching
of mathematics in Nyeri County iii. To determine SMASSE programme influence on teachers‟ attitude and
beliefs towards promoting teaching of mathematics in Nyeri County iv. To find out SMASSE programme influence on students‟ attitude and beliefs
towards promoting teaching of mathematics in Nyeri County
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4.2 Response Rate
Table 4.1: Instrument response rate Population Number of Number of Response questionnaires questionnaires rate % distributed returned Head Teachers 8 8 100 Mathematics Teachers 24 22 91.7 Students 312 220 70.5 SMASSE Inset Trainer 2 2 100 Total 346 252 72.8
There were 346 questionnaires administered to the respondents during the study.
Those returned fully answered and fit for analysis were 250, thus ascertaining a commendable response rate of 72.8%. Mugenda and Mugenda (2003) accords that a response rate of 50 percent is adequate for analysis and reporting; a rate of 60 percent is good and a response rate of 70 percent and over is excellent, making the study attain an excellent response rate. The response rate for interviews was 100% since the two SMASSE trainers were interviewed and data collected.
4.3 Demographic Profile of the Respondents
4.3.1 Gender Distribution
Table 4.2: Gender distribution Population N %
Male 120 47.6
Female 132 52.4
Total 252 100
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Gender distribution of the respondents was sought to establish fair representation in study respondents as required by research ethics. Results in table 4.2 indicate that the female 132 (52.4%) were more than the men 120 (47.6%), though there was a fairly equitable distribution of gender. For the case of SMASSE trainers, there was one female (50%) and one male (50%), making the distribution equitable. This was beneficial in the study since it minimized skewed responses based on gender perceptions.
4.3.2 Age Distribution of Head Teachers and Mathematics Teachers
The study sought to establish the ages of the respondents and results in figure 4.1 indicate that majority (62.5%) of the respondents were aged 40-49 years, 25.0% aged 30-39 years, 9.5 % 50-59 years and 3.0%, 20-29 years respectively (figure
4.1). This showed that majority of the respondents were of mature age with personal efficacy levels and convictions in life and could objectively provide responses in the study.
Age Distribution 70% 60% 62.5% 50% 40% 30% Percentage 20% 25% 10% 3% 9.5% 0% 20-29 Years 30-39 years 40-49 Years 50-59 Years
Figure 4.1: Age distribution of head teachers and mathematics teachers
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4.3.3 Professional Qualifications
The study assessed the professional qualification of the teachers and head teachers.
Results in figure 4.2 indicate that majority (40%) had bachelor degrees in
Education, 26.7% master in Science, 20% master in Education, 6.7% Doctor of
Philosophy and 3.3% B. Sc + PGDE and A.T.S respectively. As such the respondents had commendable professional qualifications that enhance their teaching skills levels in the schools.
Professional Qualifications 50% 40% 40% 30% 20% 26.7% 20.% 10% 6.7% 3.3% 3.3% 0% Ph D M. Ed M.Sc B. Ed B.Sc + A.T.S PGDE
Figure 4.2: Professional qualifications
4.4 Principals’ Descriptive Data
4.4.1 Student Population in School 2016
The study sought to establish the number of students who had enrolled in Nyeri
County secondary schools in 2016. The study established that those in form one were 33.5%, form two 22.7%, form three 18.4% and form four 12.4% as depicted in figure 4.3. Thus, the form three students formed a sizable proportion of students studying mathematics in the school.
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Student Population 40% 35% 30% 33.50% 25% 20% 22.70% 15% 18.40% 10% 12.40% 5% 0% Form 1 Form 2 Form 3 Form 4
Figure 4.3: Student populations in school 2016
4.4.2 The number of students under each grade listed in Mathematics
Table 4.3: The number of students under each grade listed in Mathematics
Grade A A- B+ B B- C+ C C- D+ D D- E Mean Score 2001 47 38 17 30 54 301 265 188 278 157 202 77 C- 2002 31 23 87 72 22 98 153 232 336 203 136 62 C- 2003 22 34 101 69 42 111 278 321 229 102 99 102 C- 2008 44 68 130 145 227 342 178 124 107 111 121 67 C 2009 71 122 162 226 148 173 324 178 121 168 155 103 C 2010 118 139 188 252 175 218 227 256 243 125 133 115 C Source: (Nyeri county director of education office, 2017)
The study sought to establish students‟ performance in mathematics at the beginning of SMASSE and towards the end of first phase in 2010. Results indicate that the mean score was average at C- in the initial programme implementation and improved to C plain after implementation. This showed that the SMASSE
64 programme had some effect on enhancing students‟ performance in Mathematics.
However, other factors including cognitive capacities, nature of exam and students‟ preparedness may have contributed. The results concur with the findings of Elmoge (2018) and Nyamari, Kyalo and Opakas (2017) that in strengthening mathematics and sciences secondary education, in-service education training project had significantly improved performance of mathematics.
4.4.3 Duration served as principal
The duration respondents served as principal was mainly 6-10 years (37.5%), 1-5 years and over 15 years (25%respectively), and 11-15 years (12.5%), as shown in figure 4.4 below. Thus majority of the respondents had experience in school leadership in learning and could articulate the study subject objectively.
Duration Served as Principal 40% 35% 37.50% 30% 25% 25% 25% 20% 15% Percentage 10% 12.50% 5% 0% 1-5 Years 6-10 Years 11-15 Years 0ver 15 years
Figure 4.4: Duration served as principal
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4.4.4 Attendance of the SMASSE INSET for the teachers
4.4.4.1 Teachers attendance of SMASSE INSET training
According to figure 4.5, 75% of the head teachers had attended SMASSE INSET for the teachers, while 25% had not. As such, majority had good knowledge of the programme and could confidently provide reliable responses to the study instruments.
Figure 4.5 Attendance of the SMASSE INSET for the teachers
4.4.4.2 Subject Studies at SMASSE INSET training
The subject studied by 80% of the respondents was mathematics, while 10% studied chemistry and physics respectively. This indicated that majority of the participant were trained in mathematics and could therefore provide reliable information on SMASSE implementation.
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Figure 4.6: Subject studies at SMASSE INSET training
Table 4.4: Attendance of the four cycles of SMASSE INSET CYCLE N % 1 8 100 2 8 100 3 8 100 4 8 100 Total 8 100
All the respondents had attended the four cycles of SMASSE INSET. They thus had knowledge on the rationale of INSET, learners‟ attitudes, communication skills, instruction design and actualization of ASEI PDSI. They could describe their experience on mathematics learning upon SMASSE training.
4.4.4.4 Attendance of SMASSE training for the head teachers
According to figure 4.7 below, 12 (50%) head teachers in the study had attended
SMASSE training, while the other half (12) had not. This showed that the
67 programme was not fully inculcated in the learning process in Secondary Schools in Nyeri County.
Head teachers attendance of SMASSE Training
Not Attended Attended 50% 50%
Figure 4.7: Attendance of SMASSE training for the head teachers
4.5 Availability and Use of Resources
Students were asked to provide information on whether resources for mathematics in SMASSE project were available. Responses are as indicated below.
4.5.1 Whether the teachers use teaching aids during mathematics lesson
All the 252 respondents (100%) concurred that the teachers used teaching aids.
However, 117 (46.3%) opined that the aids used were not interesting, while 153
(53.4%) were of the affirmative. This showed that study materials in mathematics did not significantly motivate the students in learning mathematics.
4.5.2 Whether teachers engage students in the preparation of teaching aids
According to 143 (63.4%) of the students, the teachers did not engage them in preparation of teaching aids. Thus students might take long to understand their application or fail to altogether, a factor leading to poor performance.
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4.5.3 Whether schools had a library
All the respondents 252 (100%) agreed that their schools had a library. Libraries are important for learning materials storage and access to students. They enable students‟ research further on subjects taught.
4.5.4 Relevance of the mathematics reference materials
According to 176 (50%) of the respondents, the mathematics reference materials were very relevant and 176 (50%) relevant. Thus the school libraries were equipped with reliable materials for mathematics subject, and thus enabled students to deepen classroom learning, and leading to high performance.
4.5.6 Whether reference materials were readily available from the library
All respondents 252 (100%) agreed that the materials were readily available in the library, meaning that the schools had sufficient supplies for students learning mathematics.
4.5.7 Adequacy of learning materials
Table 4.5 Adequacy of learning materials Adequacy N % Very adequate 92 36.4 Adequate 153 54.4 Inadequate 7 9.2 Total 252 100
According to a total 90.8 % of the respondents, mathematics learning materials were adequate in the school libraries, though 9.2% said they were inadequate. This
69 showed that the schools‟ board of management had ensured that learning materials supply was sufficient to support leaning in mathematics in the schools.
In summary, resources for mathematics learning were available in the schools and could therefore not be a hindrance to SMASSE project implementation and performance in KCSE mathematics. However, issues of quality and motivation of the materials for application in mathematics learning were a challenge in SMASSE project implementation.
4.6 Teachers’ ASEI-PDSI Classroom Practice
The study assessed classroom practice in learning mathematics through teachers‟ and head teachers‟ perceptions.
4.6.1 Supervision of ASEI-PDSI Mathematics Classroom Practices
The study sought to establish how often head teachers undertook the outlined activities in the schools. Key: Always (A) Often (O) Sometimes (S) Rarely (R) Not at all (N).
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Table 4.6: Supervision of ASEI-PDSI mathematics classroom practices Factors A O S R MeaN MEAN St. Dev a. Checking the mathematics 22.5% 37.5% 40% 0% 0% 4.6912 .6966 schemes of work every term b. Checking the mathematics 0% 25% 60% 15% 0% 4.3122 .7113 lesson plans every week c. Checking the mathematics 0% 0% 100% 0% 0% 4.421 .7008 teachers‟ use of ASEI lesson plan d. Checking the teachers‟ 0% 20% 80% 0% 0% 4.3789 .7106 lesson notes e. Ensuring teachers have a 0% 100% 0% 0% 0% 4.6321 .6987 record of work f. Sitting in class and observe 0% 0% 50% 50% 0% 4.2673 .7309 lessons in progress g. Receiving a report from 0% 100% 0% 0% 0% 4.6321 .6987 heads of department on teaching and Learning of mathematics h. Frequency the Mathematics 0% 30.4% 69.6% 0% 0% 4.3575 .7422 teachers in your school apply the ASEI-PDSI paradigm i. Attendance of the SMASSE 0% 0% 100% 0% 0% 4.2769 .7288 INSET meetings at the District/National level j. Frequency the mathematics 0% 22.5% 62.5% 15% 0% 4.2871 .7293 teachers‟ improvise during the mathematics lessons k. Supply of the materials 0% 100% 0% 0% 0% 4.6321 .6987 requisitioned by mathematics department during the term l. Receipt of ASEI-PDSI 0% 0% 0% 100% 0% 4.1471 1.3188 training up-dates from SMASSE Office m. Delegating implementation 0% 75% 25% 0% 0% 4.5000 .6496 of ASEI-PDSI to the heads of department n. Delegating implementation 0% 27.5% 12.5% 60% 0% 4.2904 .7165 of ASEI-PDSI to the heads of department
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The findings captured in table 4.6 indicate that the head teachers sometimes checked mathematics schemes of work every term (40%), often (37.5%) and always according to 22.5% of the respondents. This activity was rated highest with a mean of 4.6912. The second highest rating with a mean of 4.6321 was cited for: receiving of report from heads of department on teaching and learning of mathematics was often done by all (100%) of the respondents; and supply of the materials requisitioned by mathematics department during the term.
The aspect of checking the mathematics lesson plans every week was done sometimes (60%), often (25%), and rarely (15%) was third highest rated with a mean of 4.421. This was important in ensuring teacher preparation was effective, and in concurrence to its importance. Indimuli et al (2009) claimed that teacher preparation is vital for effective teaching and learning process.
The other aspects were lowly rated with activities mostly done sometimes, and include the aspect that checking the mathematics teachers‟ use of ASEI lesson plan was done sometimes according to all (100%) the respondents. Further, 80% of the respondents cited that checking the teachers‟ lesson notes was sometimes done, while all respondents stated that ensuring teachers have a record of work was done often, head teachers‟ sitting in class and observe lessons in progress was done rarely and sometimes respectively by 50% of the respondents.
Frequently the mathematics teachers in the school applied the ASEI-PDSI paradigm was cited as often by 30.4% and sometimes by 69.6%. This showed that the ASEI-PDSI paradigm was not effectively undertaken in the schools, a factor affecting effectiveness of mathematics learning. As noted by Winnaar, Frempong
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& Blignaut (2015) teachers classroom practices are clearly intended to improve learning, but may or may not do so, depending on the level of effectiveness. In this case, the practice is poorly undertaken.
All respondents (100%) cited that attendance of the SMASSE INSET meetings at the District/National level was done sometimes by the head teachers, while frequency the mathematics teachers improvise during the mathematics lessons was cited to be sometimes by 62.5%, often by 22.5% and rarely by 15% of the respondents. In concurrence with findings, INSET SMASSE (2001) report stated that the frequency of seminars and INSET were disapprovingly very low. Notably,
Irungu and Mugambi (2013) reported that teachers frequently stormed out of
SMASSE INSET centers over issues such as poor accommodation facilities and meager daily allowances. CEMESTEA (2013) noted that seminars and intellectual interactions among teachers can enhance developing curricula and new instructional programmes and planning professional development programmes for teachers related to the implementation of those programmes.
Supply of the materials requisitioned by mathematics department during the term was stated to be often by all the respondents, while receipt of ASEI-PDSI training up-dates from SMASSE Office being said to be sometimes by all respondents. This presented the head teachers knowledge of learning materials usage, and enable communication with teachers on students‟ application of supplied materials, an actualization factor in SMASSE. According to 75% of the respondents, delegating implementation of ASEI-PDSI to the heads of department was done often, with
25% citing it to be sometimes. Delegating implementation of ASEI-PDSI to the
73 heads of department was done rarely according to 60%, often by 27.5% and sometimes by 12.5%. As such the teachers took responsibility in monitoring and evaluation, a cycle 4 prerogative in SMASSE INSET.
The results of this study show that head teacher‟s supervision of ASEI-PDSI was mainly through checking the mathematics schemes of work every term, ensuring teachers have a record of work, receiving reports from heads of department and supply of the materials requisitioned by mathematics department during the term.
There was also poor communication by SMASSE INSET programme to the head teachers in Nyeri County.
Notably, monitoring and evaluation of mathematics learning by the head teachers was moderately done, with most activities undertaken sometimes, showing poor management of the ASEI-PDSI program in Nyeri County Secondary School. The results did not concur with Karuri (2015) study findings that school managers significantly affected the management of SMASE projects both at school and cluster level. He further indicated that principals‟ support for the adoption of
ASEI-PDSI had no influence but mathematics teachers‟ adoption and girls‟ attitude towards the pedagogy had an influence on girls‟ KCSE mathematics achievement.
4.6.2 ASEI-PDSI Mathematics Classroom Practices and Teaching
Mathematics
The Null hypothesis was that there no significant relationship between ASEI-PDSI mathematics classroom practices and teaching mathematics in secondary school of
Nyeri County. Correlation tests were conducted based on the observations of head
74 teachers as supervisors on curriculum development and implementation and classroom practice in respective schools.
Table 4.7: Correlation between ASEI-PDSI Mathematics Classroom Practices and Teaching Mathematics
Value Asymp. Std. Approx. Appro Errora Tb x. Sig. Interval by Interval Pearson's (r) .650 .071 -8.295 .005s N of Valid Cases 8
Findings in Table 4.6 show that the Pearson correlation coefficient was (0.65) which was significant (p=0.05) at 95% confidence level. This means that there was a fair correlation between ASEI-PDSI Mathematics Classroom Practices and the students learning in mathematics and performance in KCSE as envisaged by the supervisory perceptions of head teachers of County public secondary school in
Nyeri County. Thus, the null hypothesis is rejected and the study accept the alternative that there is a significant relationship between ASEI-PDSI Mathematics
Classroom Practices and the students learning in mathematics and performance in
KCSE.
In concurrence, Kimani, Kara and Njagi (2013) found that instructors' week after week showing outstanding task at hand, organization of students' class study assignments, assessment of students' Continuous Assessment Test (CATs) results, arrangement of individualized thoughtfulness regarding weak students, time of finishing of Form Four prospectus and setting execution focuses for KCSE altogether influenced students' scholarly accomplishment. However, the findings diverge from the findings of Nanjekho (2014) study in Rangwe, Kenya which
75 established that the project has not improved teachers‟ teaching approaches teachers are still using the traditional approaches like chalk and talk.
4.7 Descriptive Statistics for Teachers Attitudes towards ASEI-PDSI
approach and Mathematics Performance
4.7.1 General Information
4.7.1.1 Subject Taught by the Teachers
Table 4.8: Subject taught by the teachers CYCLE N % Mathematics 22 100 Biology 0 0 Chemistry 0 0 Physics 0 0 Total 22 100
All the teachers (22) who responded taught mathematics in their schools and could thus confidently address the SMASSE students‟ performance in mathematics.
4.7.1.2 Experience in Teaching Mathematics
Figure 4.8 shows that majority (37%) of the teachers had taught mathematics for
11-15 years, 27% 6-10 years and over 15 years 9%, and showing commendable experience in mathematics pedagogies.
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Over 15 Experience in Teaching Mathematics years 9% 1-5 Years 28%
11-15 Years 36% 6-10 Years 27%
Figure 4.8: Experience in Teaching Mathematics
4.7.1.3 KCSE mean score in your teaching subjects (mathematics)
Table 4.9: KCSE mean score in teaching subjects (mathematics) MEAN SCORE GRADE MEANSCORE 2001 4.065 D+ 2002 4.367 D+ 2003 4.221 D+ 2008 6.578 C+ 2009 6.955 C+
2010 6.678 C+
The results in table 4.9 indicate that there was an improvement in mathematics performance (from mean score 4.065 in 2001 to 6.678 in 2010) since the inception and implementation of SMASSE programme in the public secondary schools. This showed higher students cognitive capacity in mathematics albeit slow improvement after programme implementation. The findings support Irungu and
Mugambi (2013) study in Murang‟a County which established that there was some significant improvement in performance of Science and Mathematics subjects upon implementation of SMASSE programme.
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4.7.1.4 Lessons Taught Weekly
Table 4.10: Lessons Taught Weekly Number of Lessons Per Class N % 1-3 5 22.7 4-6 11 50.0 7-9 6 27.3 10 and above 0 0.0 Total 22 100
Results in table 4.9 indicate that half (50%) of the respondents had 4-6 lessons,
27.3% 7-9 , and 22.7% 1-3 mathematics lessons weekly. This showed that mathematics classes/lessons were well allotted in the school curricula.
4.7.1.5 Teachers’ Responsibility in the School
Table 4.11: Teachers’ responsibility in the School
Responsibility N % Principal 0 0 Deputy Principal 2 9.2 Head of Department 8 36.4 Subject Head 10 45.4 Class Teacher 1 4.5 Subject Teacher 1 4.5 Others 0 0 Total 22 100
Table 4.11 results indicate that majority of the respondents, 45.4%, were subject heads, 36.4% head of mathematics department and 9% deputy principals. Thus majority were in the mathematics studies leadership positions and mandated with supervisory duties that effect student‟s performance in mathematics, a key focus in
SMASSE activation and monitoring.
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4.7.1.6 Teachers’ Responsibilities Outside School
Table 4.12: Teachers’ responsibilities outside school Responsibility N % Examiner 3 13.6 Science and Engineering fair 1 4.6 official Subject panel member 10 45.4 SMASSE trainer 8 36.4 Total 22 100.0
Respondents‟ responsibilities outside the school were cited as subject panel member by 45.5%, SMASSE trainers by 36.4%, examiners by 13.6% and science and engineering fair official 4.6%. Thus majority of the teachers were engaged in curriculum development and could therefore identify constraints to effective learning by students, as well as curriculum, infrastructure and teacher challenges.
4.7.1.7 Teachers’ Attendance of the SMASSE INSET
Majority of the respondents 14 (64%) had not attended the SMASSE INSET programme (figure 4.7). This showed a low absorption rate for the programme which is a government initiative geared towards improving students‟ performance in sciences. This indicates that though there were four training centres in the region, the programme has not been well received by teachers or promoted by government.
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Attendance of SMASSE INSET Training Yes 36% No 64%
Figure 4.9: Attendance of the SMASSE INSET
4.7.1.8 Cycles of the SMASSE INSET in Mathematics
Table 4.13: Cycles of the SMASSE INSET in Mathematics Responsibility N % CYCLE 1 14 100 CYCLE 2 14 100 CYCLE 3 14 100 CYCLE 4 14 100 N
All the 14 teacher respondents (100%) who had undergone SMASSE INSET training covered the four cycles of the programme. They were thus well knowledgeable on attitude change, hands-on-activities, actualization and monitoring and evaluation of the programme. Importantly, they were aware of the duties and responsibilities, expected outcomes and innovations in mathematics teaching and learning in the schools.
4.7.2 Teachers Attitude towards ASEI/ PDSI Class Room Practices
Respondents were to use the rating scale to indicate their current attitude towards implementation of ASEI-PDSI classroom practices and tick the appropriate box.
KEY: 1= Strongly Disagree 2= Disagree 3=Uncertain 4= Agree 5= Strongly
Agree
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Table 4.14: Descriptive Analysis of Attitudes towards ASEI/ PDSI Class Room Practices N Mean S. Error S. D ASEI-PDSI approach can solve many of the educational problems 22 4.5000 .11944 .98496 ASEI-PDSI approach will bring new opportunities for organizing, teaching and learning 22 4.6176 .11093 .91471 ASEI-PDSI approach saves time and effort 22 4.6176 .11093 .91471 ASEI-PDSI approach increases access to knowledge and training 22 4.7113 .1079 .90550 ASEI-PDSI approach enables collaborative learning 22 4.6176 .11093 .91471 ASEI-PDSI approach can engage learners more than other forms of learning 22 4.3088 .13458 1.10976 ASEI-PDSI approach increases the quality of teaching and learning because it integrates all form 22 4.6176 .11093 .91471 of media; print, audio, video, and animation. ASEI-PDSI approach increases the flexibility of teaching and learning 22 4.6176 .11093 .91471 ASEI-PDSI approach improves communication between students and teachers 22 4.4779 . 12476 .98742 ASEI-PDSI approach enhances the pedagogic value of my subject 22 4.0588 .17389 1.43394 Teacher training should adopt ASEI-PDSI approach for their trainees 22 4.3676 .13563 1.11843 ASEI-PDSI approach makes me uncomfortable since I don‟t understand it. 22 4.0588 .17389 1.43394 ASEI-PDSI approach is a clear enough process of learning 22 4.1471 .15993 1.31880 I feel intimidated by ASEI-PDSI approach 22 4.0441 .17584 1.45000 I feel I have lost control using the ASEI-PDSI learning for my classes 22 4.00231 .17954 1.50346 ASEI-PDSI approach is not effective for students learning 22 4.00231 .179954 1.50346 ASEI-PDSI helps to control the class 22 4.0588 .17389 1.43394 ASEI-PDSI lessons are complex to prepare 22 4.0089 1.8000 1.50673 ASEI-PDSI practices improve students‟ performance in my subject 22 4.0089 1.8000 1.50673 ASEI-PDSI practices require fewer materials because of improvisation 22 4.3088 .13458 1.10976 It is not possible to cover the syllabus if ASEI-PDSI practices are implemented 22 4.0588 .17389 1.43394 Valid N (listwise) 22
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Results in Table 4.14 indicate the ratings of key attitude towards ASEI/ PDSI Class
Room Practices. The highest rated attitudes (M 4.6176; SD.91471) were three indicating that; ASEI/ PDSI will bring new opportunities for organizing; saves time and effort for both teachers and students teaching and learning; and enable collaborative learning. Also rate high was the fact that approach increases access to knowledge and training (M 4.7113; S.D 90550). Thus the teachers perceived that the practice enhanced capacities for teachers. In accordance, Kenaz, Kiplagat and
Nyongesa (2016) study findings revealed positive correlations between; teacher educational qualifications with mathematics performance, teacher training with mathematics performance, and teacher experience with mathematics performance, a feature of the ASEI/ PDSI approach.
Fairly rated was the attitude that: teacher training should adopt ASEI-PDSI approach for their trainees (mean 4.5000); ASEI-PDSI approach can solve many of the educational problems; improves communication between students and teachers
(mean 4.4779) and that teacher training should adopt ASEI-PDSI approach for their trainees (4.3676). Thus the respondents had positive attitudes on the contribution to the class room practice. Other researchers (Thompson, 1992;
Elmoge 2018) concur that that teacher beliefs relate to teacher classroom practice.
Fang (1996) argued that teacher beliefs and attitudes significantly contribute to enhancing educational effectiveness and achievement.
The other aspects on attitude towards ASEI/ PDSI Class Room Practices were lowly rated, with means below 4.31. The fact that ASEI-PDSI practices require fewer materials because of improvisation and ASEI-PDSI approach can engage
82 learners more than other forms of learning got a mean of 4. 3088. Thus the effect of the programme on teachers‟ comfort while teaching, intimidation, and timely coverage of term programme was not significant. ASEI/ PDSI did also not help control the class, was not complex, and was found to be effective for students learning by all the respondents. In all, the ASEI/ PDSI enhanced class room practices, which may lead to better learning and performance of students in mathematics. Ayiego (2015) and Emenyeonu (2012) similarly noted that the practice of PDSI approach, impacted positively on performance and attitude. There were improved teaching methodologies, improvisation of resources, and use of lesson rationale in Mathematics.
4.7.3 ASEI/PDSI Implementation
The study sought to establish the level of implementation of ASEI/PDSI
Implementation in the Secondary Schools.
Table 4.15: ASEI/PDSI Implementation IMPLEMENTATION N % Fully 8 36.4 Partially 4 18.2 Not at all 10 54.4 Total 22 100
Results in table 4.15 above indicate that the programme had not been well implemented in the study area. Results show that only 34.4% of mathematics teachers had fully implemented it, 54.4% partially and 18.2% not at all. However,
RoK (2016) ASEI/PDSI programme analysis report, effectiveness and impact of
83 the project are rated as high. The efficiency of the project receives a rating of fair because the actual costs exceeded those proposed in the original plan.
The sustainability of the project‟s effects was given a fair rating because the organizational structure and the capacity of regional trainers are insufficient in the
Kenyan component, and because the necessary budget has not been secured. It is imperative that the Ministry of Education initiate exert efforts in promoting the programme since KCSE performance results in mathematics as analyzed earlier in pre- and- post establishment show remarkable progress.
4.7.4 Teachers Attitude to ASEI/ PDSI Class Room Practices and Teaching
Mathematics
The null hypothesis was that there was no relationship between classroom practices and teaching mathematics upon SMASSE implementation was tested.
Table 4.16: Correlations between Attitudes towards ASEI/ PDSI Class Room Practices Value Asymp. Std. Approx. Tb Approx. Errora Sig. Interval by Interval Pearson's (r) 0.383 0.103 4.066 .05 N of Valid Cases 22
Findings in Table 4.15 indicate that the Pearson correlation coefficient was 0.383 and had low significance at 95% confidence level. This means that teachers‟ attitudes towards ASEI-PDSI approach had weak correlation to KCSE mathematics performance for County secondary schools in Nyeri County. The findings contradict with Charalambos, et al. (2002) and Ernest (2000) who argued
84 that teachers‟ beliefs about mathematics have a powerful impact on the practices of teaching.
4.8 Descriptive Statistics for Students attitudes and after Introduction of
SMASSE Programme and teaching Mathematics
4.8.1 Good Performance in Mathematics
4.8.1.1 Students’ Career Choice
The career chosen by the respondents were mainly: Mathematics teacher (17.3%); finance manager (15.9%); doctor (15.0%); economist (14.1%); entrepreneur
(13.6%); mathematics professor (12.7%); zoologists and statisticians 46% and
6.8% respectively (figure 4.8 below). This showed that the career choices reflected on mathematics application in future.
Students Career Choice 20% 18% 16% 17.30% 14% 15.00% 15.90% 12% 14.10% 13.60% Percentage 10% 12.70% 8% 6% 4% 6.80% 2% 4.60% 0%
Figure 4.10: Students’ career choice
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4.8.1.2 Whether the teacher cover the syllabus on time
In regard to whether teachers covered the syllabus on time, 51% of the respondents did not agree while 49% agreed. This meant that generally, the teachers were behind in the curriculum programme in the secondary schools and thus making mathematics learning and preparedness for KCSE poor for the students. Results concur with Njoroge (2014) study that coverage of syllabus by the teachers was not effective. .
Whether Mathematics Should be Compulsory 3rd Qtr 0% Yes No 49% 51%
Figure 4.11: Whether the teacher cover the syllabus on time
4.8.2 Students’ Attitude toward Mathematics
4.8.2.1 Whether mathematics is a favorite subject
Majority of the students (59%) cited that mathematics was not their favorite subject as shown in figure 4.12 below. The reason given was mainly that it was difficult compared to other subjects. However, 41% cited that it was their favorite subject; reason being that the students enjoyed working with numbers. As indicated by
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Whether Mathematics Should be Compulsory 3rd Qtr 0% No 41%
Yes 59%
Figure 4.12: Whether mathematics is a favorite subject
4.8.2.2 Placement of students’ performance in mathematics
Table 4.17: Placement of students’ performance in mathematics Performance (%) N % 01-29 2 1.0 30-39 32 14.5 40-49 50 22.7 50-59 52 23.6 60-69 58 26.4 70-79 16 7.3 80-89 6 2.7 90-100 4 1.8 Total 220 100
Students‟ performance in mathematics was cited as 60-69 by 26.4%, 50-59 by
23.6% and 40-49% by 22.7%. This showed that majority of the students did not perform poorly and those with low grades were a total 15.5%.
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4.8.2.3 Reasons for scoring below 50% in mathematics
The students scoring below 50% in mathematics exams were 84 (38.2%). The main reasons for their score were: poor knowledge of principles and calculation skills (35.7%); Teachers delivery in class (52.4%); and lack of interest (11.9%).
As such, low performance in mathematics is attributed to students‟ attitude and teachers‟ capacity to deliver in class. As reviewed, the CEMASTEA training needs assessment survey report, (2015) on teaching and learning mathematics and science in secondary schools in Kenya revealed a number of challenging topics to teach or learn captured from interviews and questionnaires to students, teachers, heads of departments, and principals of schools.
4.8.2.3 Whether students had a personal study timetable
All the 220 students (100%) cited that they did not have a personal study timetable, showing low capacity in individual planning for mathematics study. This may require the mathematics teacher to create formidable study plans that ensure students have exercises to undertake as groups or individuals after class, as advocated for by SMASSE project.
4.8.3.4 Students’ Attitude toward Mathematics and KCSE Mathematics
Performance
Analysis of the relationship between students attitudes on SMASSE programme and teaching mathematics was done using Pearson‟s Correlation tests performed using the SPSS computer software.
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Table 4.18: Correlation between students’ attitude toward mathematics and teaching mathematics Value Asymp. Std. Approx. Tb Approx. Errora Sig. Interval by Interval Pearson's (r) .662 .071 -8.430 0.05 N of Valid Cases 220
Findings in Table 4.18 above, show that the Pearson correlation coefficient was
0.662 which was significant (p=0.05) at 95% confidence level. This means that there is strong correlation between students‟ attitude towards mathematics and teaching mathematics in public secondary schools in Nyeri County. This finding concurs with the SMASSE programme Impact Assessment Survey (2012) that established a significant relationship between students‟ participation in lessons, attitude towards learning and achievement in mathematics and science.
The solution to overcoming the negative reaction of pupils to open problems is never to allow such attitudes to develop. This can only be achieved by pupils experiencing problems and investigations from the moment they enter the reception class or the first standard or grade. If the approach is continued through subsequent classes, standards or grades, pupils‟ perceptions of Mathematics will be quite different from what is found to be the case at the present time.
4.9 Interview Schedule to SMASSE INSET Trainer in Charge of
Mathematics
SMASSE INSET trainers were targeted in the study to provide information on teacher training. An interview schedule was prepared and the researcher collected data from two trainers, with sufficient data availed. Respondents were doctor of
89 philosophy degree holders in Nyeri County. Both respondents agreed that they had applied to be SMASSE trainers. The duration of training was said to be two years.
When the first cycle was introduced in the district, the trainees received it differently: most significant was it being as a new dimension in attitude change in mathematics for students (60%); as a new approach that may distort normal learning process (40%).
Benefits aligned with being a SMASSE trainer were assessed and the most significant was enhancing teachers‟ skills in the use of Inquiry-Based Learning and
Peer Lesson Evaluation in teaching and learning of mathematics and science (75%) and career development for the trainers (25%). This also concurred with Ayiego
(2015) findings of positive impact positively on teachers‟ performance and attitude. As to whether the SMASSE project enhanced performance in mathematics in respondents‟ Sub County both of them were of the affirmative.
SMASSE project was rated a success by both respondents since there was evident improvement in students‟ performance in mathematics upon the SMASSE project implementation since 2001. Elmoge (2018) study concurs with the respondents assertions since they found that SMASSE had positive influences on teacher preparedness, teacher content delivery and learner participation. The introduction of SMASSE was also found to have improved performance in chemistry.
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4.10 Inferential Statistics
This study assessed how the implementation of SMASSE practices in teaching influenced Teaching Mathematics in the public secondary schools in Nyeri County.
Table 4.19, 4.20 and 4.21 show the results of the regression analysis.
Table 4.19: Regression Model Summary R Adjusted R Model R Std. Error of the Estimate Square Square
1 .550a .302 .225 .42529 a. Predictors: (Constant), Utilization of resources, Classroom practice, Teacher Attitudes, Students attitudes
Table 4.19 outlines the results of coefficient of determination (r2) and correlation coefficient (R). The results of (r2 = 0.302) and (R=0.550) reflected a positive strong correlation between the implementation of SMASSE practices and KCSE mathematics performanceThe R squared (R2) value of 0.302 shows that 30.2 percent of students‟ Teaching of Mathematics is explained by the implementation of SMASSE practices factors considered under this study. The remaining 69.8 percent is explained by other factors not put into consideration in this study.
Table 4.20: ANOVA for performance in mathematics Sum of Mean Model Df F Sig. Squares Square Regression 2.115 3 .705 3.898 .020b 1 Residual 4.884 27 .181 Total 6.999 30 a. Dependent Variable: Teaching Mathematics b. Predictors: (Constant), Utilization of resources, Teacher Classroom practice, Teacher Attitudes, Students attitudes
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Table 4.20 presents the findings of analysis of variance (ANOVA). The analysis indicated that the implementation of SMASSE practices had significant effect on teaching mathematics in public secondary schools (F=3.898; p<0.05 at 95% degree of confidence. These findings were based on the use of teacher competence enabled by SMASSE INSET programme implementation to enhance the respective schools‟ teaching of mathematics.
Table 4.21: Results of Regression Analysis. Unstandardized Standardized Model Coefficients Coefficients t Sig. B Std. Error Beta (Constant) 1.373 1.057 1.299 .205 Utilization of .200 .321 .132 .887 .051 resources Teacher Classroom .265 .123 .381 2.157 .040 Practice Teacher Attitudes .236 .229 .174 1.033 .031 Students Attitude .209 .220 .169 .951 .035 a. Dependent Variable: Teaching Mathematics
The outcomes of the regression analysis (Table 4.21) were interpreted using the following regression equation: Y = a + β1C1 + β2C2 + β3C3 + β4C4+ĕ: where Y, C1,
C2 C3and C4 represented teaching mathematics, utilization of resources, teacher classroom practices, teachers‟ attitude and student attitudes respectively. The results were interpreted as follows: Y = 1.373 + 0.200C1 + 0.265C2 +
0.36C3+0.209 C4. Based on the regression analysis, the study findings thus indicated that teaching mathematics by the public secondary schools was significantly influenced by 0.200 resource utilization, 0.265 teacher classroom practices, 0.236, teachers‟ attitude and 0.209 student attitudes respectively.
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However, utilization of resources did not have a significant relationship (.051>
.05).
The conclusion is to reject the null hypothesis and accept the alternative hypothesis that there is a significant relationship between the level of implementation of the
ASEI-PDSI classroom practices in schools, teachers‟ attitudes, students‟ attitudes and teaching mathematics. Thus, the challenges of teacher attitude and classroom practices as well as students attitude still affect the performance of students in
KCSE mathematics in Nyeri County. The results concur with the findings of
Ndirangu (2013) that there was a significant relationship between the teachers‟ attitude and the level of implementation of ASEI-PDSI programme in Nyeri
County. Karuri (2015) study further strengthens this finding as they found that the
SMASSE programme has aided the improvement of mathematics performance in public primary schools even though it has been faced with several challenges such as lack of enough text books for learners.
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CHAPTER FIVE
SUMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
5.1 Introduction
This chapter is a synthesis of the entire report and contains the summary of the findings, conclusion arrived at and policy recommendations arising from the study.
Research gaps identified during the study are also identified as basis for future studies.
5.2 Summary of Major Findings
The study aimed to assess whether the effectiveness of SMASSE program implementation influenced teaching mathematics in secondary school in Nyeri
County. The variables evaluated upon SMASSE implementation include; teacher classroom practices, attitudes as well as students‟ attitude. The sampled respondents were eight head teachers of County Public Secondary Schools, twenty- four teachers, three hundred and twelve form three student to whom questionnaires were administered and two SMASSE trainers to whom interviews were conducted.
The study used questionnaires to collect data. Quantitative data were analyzed by using descriptive statistics where percentages and frequencies were computed.
Pearson correlation coefficient tests were used to establish relationships between study variables, and regression methods to test the significance of relations.
Study results indicated that the ASEI/PDSI programme had not been well implemented in the study area since only slightly over thirty percent of
94 mathematics teachers had fully implemented it, over half of them partially and eighteen percent not at all. The study sought to establish students‟ performance in mathematics at the beginning of SMASSE and towards the end of first phase in
2010. Results indicate that the mean score was average at C- in the initial programme implementation and improved to C plain after implementation. This showed that the SMASSE programme had some effect on enhancing teaching mathematics, albeit slow. Majority of the head teachers had attended SMASSE
INSET for the teachers, all having studied the four cycles of SMASSE INSET.
However, only half had attended SMASSE training for the head teachers. Further, majority of the teachers had not attended the SMASSE INSET programme, though those who had covered the four cycles of the programme.
5.2.1 Utilization of Resources and Teaching Mathematics
All the concurred that the teachers used teaching aids, though a significant number of respondents cited that the materials in mathematics did not significantly motivate the students in learning mathematics. Over sixty percent of students cited that the teachers did not engage them in preparation of teaching aids. However, the schools had a library, important for learning materials storage and access to students. The libraries had reliable and sufficient materials for mathematics subject, and thus enabled students to deepen classroom learning, and leading to high performance.
This showed that the schools‟ board of management had ensured that learning materials supply was sufficient to support leaning in mathematics in the schools.
Thus, resources for mathematics learning were available in the schools and could
95 therefore not be a hindrance to SMASSE project implementation and teaching process in mathematics. However, issues of quality and motivation of the materials for application in mathematics learning were a challenge in SMASSE project implementation.
5.2.2 Teacher Classroom Practices and Teaching Mathematics
The study sought to establish whether there was a significant relationship between teachers SMASSE classroom practices and students‟ K.C.S.E performance in
Mathematics in Nyeri County. Results indicated that head teachers provided responses on supervision of mathematics teachers. The practices highly rated were teachers‟ mathematics schemes of work every term, report from heads of mathematics department, and supply of the materials requisitioned by mathematics department during the term (showing mathematics aids usage by teachers).
Correlation results (0.65) indicated that there was a fair correlation between ASEI-
PDSI Mathematics Classroom Practices, learning process and teaching mathematics in the County public secondary school in Nyeri County.
5.2.3 Teachers Attitudes on SMASSE Programme and Teaching
Mathematics
The study sought to establish the relationship between teachers‟ attitudes towards
SMASSE programme and students‟ teaching mathematics in Nyeri County. The study rated key attitude towards ASEI/ PDSI Class Room Practices. The highest rated attitude was that ASEI/ PDSI approach increases access to knowledge and training, and that it would bring new opportunities for organizing, saves time and effort for both teachers and students, teaching and learning; and enables
96 collaborative learning. Overall the teachers opined that the ASEI/ PDSI enhanced class room practices, which may lead to better learning and performance of students in mathematics. The Pearson correlation coefficient was 0.383 meaning that teachers‟ attitudes towards ASEI-PDSI approach had weak correlation to teaching mathematics for County secondary schools in Nyeri County.
5.2.4 Students Attitudes on SMASSE Programme and Teaching
Mathematics
The study sought to establish whether there was a significant relationship between students‟ attitudes towards mathematics upon implementation of SMASSE project, and teaching mathematics in Nyeri County. Results indicated that majority of the students cited that mathematics was not their favourite subject though the students‟ performance in mathematics was cited as good by over sixty percent of the respondents. For those performing dismally, reasons cited were poor knowledge of principles and calculation skills, teachers‟ delivery in class and lack of interest. In regard to whether teachers covered the syllabus on time, majority of the respondents did not agree, meaning that generally, the teachers were behind in the curriculum programme in the secondary schools. Supply of learning materials to the students was commended, and therefore not a factor affecting performance in mathematics. The Pearson correlation coefficient was 0.662 meaning that there is strong fair correlation between students‟ attitude towards teaching mathematics public secondary schools in Nyeri County.
97
5.2.5 Interview Results
SMASSE INSET Trainers were interviewed in the study to provide information on teacher training. The two trainers cited that when the first cycle was introduced in the district, the trainees found it to be a new dimension in attitude change in mathematics for students and a new approach that may distort normal learning process. Benefits aligned with being a SMASSE trainer were assessed and the most significant was enhancing teachers‟ skills in the use of Inquiry-Based Learning and
Peer Lesson Evaluation in teaching and learning of mathematics and science and career development for the trainers. As to whether the SMASSE project enhanced performance in mathematics in respondents‟ Sub County both of them were of the affirmative.
5.3 Conclusion
The study findings, the study draws the following conclusions in context of the objectives of the study. The SMASSE INSET training programme can enhance the performance of secondary school students in mathematics. However, the programme has not been attended by majority of science teachers in Nyeri County.
Teachers‟ classroom practices had an effect on mathematics performance.
Teachers‟ attitudes towards ASEI/ PDSI approach had some influence on mathematics performance.
Students‟ attitudes towards mathematics affected their performance in mathematics, and they cited that teachers did not cover the syllabus on time, meaning the teachers study plans were not effective. The supply of learning materials was effectively undertaken in the school, and usage by teachers had
98
challenges since they did not engage students in preparation. Teaching
mathematics in Nyeri County public secondary schools was significantly
influenced by teacher classroom practices, materials supply and usage, student
attitudes and to some extent teachers‟ attitude.
5.4 Recommendations
The study recommends that:
i) The ministry of education should initiate teachers‟ sensitization programmes on
SMASSE INSET training, thereby informing them of its importance in
enhancing teaching in sciences and mathematics and capacity to improve
students‟ performance in class and national exams.
ii) Head teachers should be more pro-active in supervising implementation of
SMASSE project. iii) The Ministry of Education should establish a taskforce to establish the causes
and effects of low implementation in focus to ensure the achievement of the
programme objectives.
5.5 Suggestions for Further Studies
The study recommends further studies to:
i) Establish the effect of financial constraints on attendance of SMASSE INSET
training
ii) A comparative study should be carried out between public primary schools
and private primary schools in Nyeri County to see whether similar findings
are obtainable.
99 iii) A similar study should be carried out in other counties to find out whether
similar findings are obtained. iv) Establish the influence of SMASSE INSET training on chemistry
performance in public schools in Nyeri County v) A study should be undertaken to review whether there are policy guidelines
for mathematics learning reforms in Kenya.
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APPENDICE
APPENDIX A:
LETTER TO THE RESPONDENTS
Mugo Nancy Wanjiru Kenyatta University
NAIROBI.
District Education Officer Nyeri County.
Dear Sir/Madam,
RE: Permission to Conduct a Study on Implementation of SMASSE in teaching of Mathematics in Nyeri Central sub- County
I am a Masters student in the department of Educational Management, Policy and
Curriculum studies, Kenyatta University. I am conducting a study on the above stated topic in Nyeri central sub- County. I am hereby requesting that you fill the questionnaire items as honestly as possible and to the best of your knowledge. The respondents‟ identity shall be absolutely confidential and anonymously treated. NO
NAME shall be required from the respondent.
Thank you in advance.
Yours faithfully,
Mugo Nancy.
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APPENDIX B:
QUESTIONNAIRE FOR HEADTEACHERS
This questionnaire is for the purpose of research only. N.B. DO NOTWRITE YOUR NAME ANYWHERE; THE RESPONDENTS’ IDENTITY SHALL BE ABSOLUTELY CONFIDENTIAL. Please tick (√) in the appropriate bracket or fill in the information of your response to all the following questions.
PART A: BACKGROUND INFORMATION. 1. What is your gender? Male [ ] Female [ ]
2. How old are you? 20-29 years [ ] 30-39 years [ ] 40-49 years [ ] 50-59 years [ ]
3. What are your professional qualifications? PhD [ ] M.Ed [ ] M.Sc [ ] B.Ed [ ] B.Sc + PGDE [ ] Diploma [ ] A.T.S [ ] Others, please specify
4. What is the student population in your school? Form One Form Two Form Three Form Four
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5. What was the number of students under each grade listed below in Mathematics in the years listed. Grade A A- B+ B B- C+ C C- D+ D D- E Mean Score Year 2001 2002 2003 2008 2009 2010
6. How long have you served as a principal? Years
7. (a) Have you attended the SMASSE INSET for the teachers? Yes [ ] No [ ]
If yes in which subject (s)?
If yes, which cycles? Cycle 1 Yes [ ] No [ ] Cycle 2 Yes [ ] No [ ] Cycle 3 Yes [ ] No [ ] Cycle 4 Yes [ ] No [ ]
Others (Please specify)
8. Have attended any SMASSE training for the head teachers? Yes [ ] No [ ]
If YES what is your responsibility in SMASSE?
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PART B: SUPERVISION OF ASEI-PDSI MATHEMATICS CLASSROOM PRACTICES 9. How often do you do the following things? PLEASE TICK using the following key. Always (A) Often (O) Sometimes (S) Rarely (R) Not at all (N)
(A) (O) (S) (R) (N) 1. Do you check the mathematics schemes of work every term? 2. Do you check the mathematics lesson plans every week? 3. Do you check the mathematics teachers‟ use of ASEI lesson plan 4. Do you check the teachers‟ lesson notes? 5. Do you ensure teachers have a record of work? 6. Do you sit in class and observe lessons in progress? 7. Do you receive a report from heads of department on teaching and 8. Learning of mathematics? 9. How often do the Mathematics teachers in your school apply the 10. ASEI-PDSI paradigm 11. Do you attend the SMASSE INSET meetings at the District/National level? 12. Do the mathematics teachers‟ improvise during the mathematics lessons? 13. Have you been able to supply the materials requisitioned by mathematics department during the term? 14. Do you receive ASEI-PDSI training up- dates from SMASSE Office? 15. DO you delegate implementation of ASEI-PDSI to the heads of department? 16. Do you delegate implementation of ASEI-PDSI to the deputy head teacher?
THANK YOU FOR THE TIME AND EFFORT YOU HAVE PUT INTO COMPLETING THIS QUESTIONNAIRE
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APPENDIX C:
QUESTIONNAIRE FOR TEACHERS
This questionnaire is for the purpose of research only N.B. DO NOT WRITE YOUR NAME ANYWHERE; THE RESPONDENTS IDENTITY SHALL BE ABSOLUTELY CONFIDENTIAL. Please tick (√) in the appropriate bracket or fill in the information of your response to all the following questions.
PART A: BACKGROUND INFORMATION. 1. What is your gender? Male [ ] Female [ ]
2. How old are you? 20-29 years [ ] 30-39 years [ ] 40-49 years [ ] 50-59 years [ ]
3. What are your professional qualifications? PhD [ ] M.Ed [ ] M.Sc [ ] B.Ed [ ] B.Sc + PGDE [ ] Diploma [ ] A.T.S [ ] Others, please specify
4. What is your teaching subject? a b
5. How long have you taught your main subject
6. What was the KCSE mean score in your teaching subjects (mathematics) in the years listed Year Grade Mean score 2001 2002 2003 2008 2009 2010
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7. How many lessons do you have in a week? ......
8. (a) What are your responsibilities in the school? ...... Principal [ ] Deputy Principal [ ] Head of Department [ ] Subject Head [ ] Class Teacher [ ] Subject Teacher [ ] Others please specify
(b)What are your responsibilities outside school? Examiner [ ] Science and Engineering fair official [ ] Subject panel member [ ] SMASSE trainer [ ] Others please specify
9. (a) Have you attended the SMASSE INSET? Yes [ ] No [ ]
(b) If yes, please specify the subject(s)
10. Have you attended the following cycles of the SMASSE INSET in Mathematics? Cycle 1 Yes [ ] No [ ] Cycle 2 Yes [ ] No [ ] Cycle 3 Yes [ ] No [ ] Cycle 4 Yes [ ] No [ ]
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PART B: ATTITUDE TOWARDS ASEI/ PDSI CLASS ROOM PRACTICES Please use the following rating scale to indicate your current attitude towards implementation of ASEI-PDSI classroom practices and tick the appropriate box STRONGLY DISAGREE (SD) 1 DISAGREE (D) 2 UNDECIDED (UD) 3 AGREE (A) 4 STRONGLY AGREE (SA) 5 1 2 3 4 5 ASEI-PDSI approach can solve many of our educational problems. ASEI-PDSI approach will bring new opportunities for organizing, teaching and learning ASEI-PDSI approach saves time and effort for both teachers and students. ASEI-PDSI approach increases access to knowledge and training. ASEI-PDSI approach enables collaborative learning ASEI-PDSI approach can engage learners more than other forms of learning ASEI-PDSI approach increases the quality of teaching and learning because it integrates all form of media; print, audio, video, and animation. ASEI-PDSI approach increases the flexibility of teaching and learning ASEI-PDSI approach improves communication between students and teachers. ASEI-PDSI approach enhances the pedagogic value of my subject Teacher training should adopt ASEI-PDSI approach for their trainees ASEI-PDSI approach makes me uncomfortable because I do not understand it. ASEI-PDSI approach is a clear enough process of learning. I feel intimidated by ASEI-PDSI approach. I feel I have lost control using the ASEI-PDSI learning for my classes ASEI-PDSI approach is not effective for students learning. ASEI-PDSI helps to control the class ASEI-PDSI lessons are complex to prepare ASEI-PDSI practices improve students‟ performance in my subject ASEI-PDSI practices require fewer materials because of improvisation It is not possible to cover the syllabus if ASEI-PDSI practices are implemented
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PART C: ASEI/PDSI IMPLEMENTATION a. As a Mathematics teacher do you implement the ASEI-PDSI classroom practices fully, partially or not at all? Please tick appropriately Implementation Fully [ ] Partially [ ] Not at All [ ]
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APPENDIX D
QUESTIONAIRE FOR STUDENTS ON PERFORMANCE IN
MATHEMATICS AFTER INTRODUCTION OF SMASSE
PROJECT
Dear student, Kindly answer the following questions. The information gathered will be kept confidential and will be used for research purposes only. The usefulness of the information will depend on your honesty. You need not to write your name on the questionnaire. Please tick (√) where appropriate or fill in the gaps as precisely as possible.
A. Background Information 1. Name of the school
2. Class
3. Gender: Male [ ] Female [ ]
B. Good Performance in Mathematics 1. What is the career of your choice?
2. Does your target career demand that you pass well in mathematics? (Yes) (No)
3. In your opinion should Mathematics be a compulsory subject? Yes [ ] No [ ] (No)
Give reasons
4. Does your teacher cover the syllabus on time? Yes [ ] No [ ]
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C. Attitude 1. Is mathematics your favorite subject? Yes [ ] No [ ] If yes, give a reason
If no, give a reason
2. Where do you place your performance in mathematics? 01 – 29 [ ] 30 – 49 [ ] 50 – 59 [ ] 60 – 69 [ ] 70-79 [ ] 80 – 89 [ ] 90-100 [ ]
3. If your score lies below 50, what do you think is the contributing factor(s)? (i) (ii)
4. Do you have a personal study timetable? Yes [ ] No [ ]
If yes, how often do you follow it especially when it reads mathematics? Always [ ] Sometimes [ ] Never [ ]
5. How often does mathematics appear on your personal study timetable? None [ ] Once a day [ ] Once a week [ ] Twice a day [ ] Twice a week [ ]
D. Use of Resources 1. Does your teacher use teaching aids during mathematics lesson? Yes [ ] No [ ]
If yes, do you find them interesting? Yes [ ] No [ ]
2. Does your teacher engage you in the preparation of teaching aids? Yes [ ] No [ ]
3. Does your school have a library? ...... Yes [ ] No [ ]
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4. If yes, how relevant are the mathematics reference materials? Very relevant [ ] Relevant [ ] Irrelevant [ ] Not available [ ]
5. Are the reference materials readily available from the library? Yes [ ] No [ ]
6. If yes, how adequate are the materials? Very adequate [ ] Adequate [ ] Inadequate [ ]
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APPENDIX E
INTERVIEW SCHEDULE TO SMASSE INSET TRAINER IN
CHARGE OF MATHEMATICS
Dear sir/madam, Kindly answer the following questions. The information gathered will be kept confidential and will be used for research purposes only. The usefulness of the information will depend on your honesty.
Thanks in advance.
Please tick (√) where appropriate or fill in the gaps as precisely as possible.
A. Background Information 1. Current grade of the teacher PhD [ ] BEd [ ] BA/BSc without PGDE [ ] Diploma [ ] SI [ ] Others (specify)
2. Name of your training center Sub-County County
B. Training 1. Did you apply to be a SMASSE trainer? Yes [ ] No [ ]
If no, how were you selected?
2. How long did you take to train as a SMASSE trainer?
3. When the first cycle was introduced in your district, how was it received by the trainees?
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4. What benefits go hand in hand with being a SMASSE trainer?
5. Has the SMASSE project enhanced performance in mathematics in your sub county? Yes [ ] No [ ]
6. How do you rate SMASSE project Success ( ) failure ( ) Give reasons
7. What recommendations would you give to the Ministry of Education concerning SMASSE project?
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APPENDIX F
COUNTY SECONDARY SCHOOLS
School Name Type School Category 1. Nyeri High School Boys County 2. Giakanja Secondary School Boys County 3. Muruguru Secondary School Girls County 4. Moi Equator Girls Secondary School Girls County 5. Naromoru Boys Secondary School Boys County 6. Naromoru Girls Secondary School Girls County 7. Kanjuri High School Boys County 8. Kirimara High School Boys County 9. Tumutumu Girls' High School Girls County 10. Ruthagati High School Boys County 11. South Tetu Girls' High School Girls County 12. Mukurweini Boys' High School Boys County 13. Kaheti Boys High School Boys County 14. Endarasha High Boys County 15. Gataragwa Girls Secondary School Girls County 16. Dr. Kamundia Gathuthi Girls Secondary School Mixed County 17. Dedan Kimathi Memorial High School Boys County 18. Kangubiri Girls High School Girls County 19. Karima Boys' High School Boys County 20. Chinga Girls High School Girls County 21. Kenyatta High School [Mahiga] Boys County 22. Chinga Boys High School Boys County 23. Othaya Boys High School Boys County 24. Othaya Girls Secondary School Girls County 25. Birithia Secondary School Girls County 26. Mahiga Girls Secondary School Girls County
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APPENDIX G
RESPONSES ON ATTITUDES TOWARDS ASEI/ PDSI CLASS ROOM PRACTICES ATTITUDE FACTORS 1 2 3 4 5 i) ASEI-PDSI approach can solve many of the 0% 9.2% 0% 68.1% 22.7 % educational problems ii) ASEI-PDSI approach will bring new 0% 0% 0% 100% 0% opportunities for organizing, teaching and learning iii) ASEI-PDSI approach saves time and effort 0% 0% 0% 100% 0% for both teachers and students iv) ASEI-PDSI approach increases access to 0% 0% 0% 67.3% 22.7% knowledge and training v) ASEI-PDSI approach enables collaborative 0% 0% 0% 100% 0% learning vi) ASEI-PDSI approach can engage learners 0% 36.4% 0% 63.6% 0% more than other forms of learning vii) ASEI-PDSI approach increases the quality of 0% 0% 0% 100% 0% teaching and learning because it integrates all form of media; print, audio, video, and animation. viii) ASEI-PDSI approach increases the flexibility 0% 0% 0% 100% 0% of teaching and learning ix) ASEI-PDSI approach improves 0% 18.8% 0% 81.2% 0% communication between students and teachers x) ASEI-PDSI approach enhances the 0% 45.4% 0% 54.6% 0% pedagogic value of my subject xi) Teacher training should adopt ASEI-PDSI 0% 50% 0% 27.3% 22.7% approach for their trainees xii) ASEI-PDSI approach makes me 0% 68.2% 0% 31.8% 0% uncomfortable since I don‟t understand it. xiii) ASEI-PDSI approach is a clear enough 0% 26.6% 0% 54.6% 18.8% process of learning xiv) I feel intimidated by ASEI-PDSI approach 31.8% 68.2% 0% 0% 0% xv) I feel I have lost control using the ASEI- 0% 100% 0% 0% 0% PDSI learning for my classes xvi) ASEI-PDSI approach is not effective for 0% 100% 0% 0% 0% students learning xvii) ASEI-PDSI helps to control the class 0% 50% 0% 50% 0% xviii) ASEI-PDSI lessons are complex to prepare 0% 54.6% 0% 45.4% 0% xix) ASEI-PDSI practices improve students‟ 0% 54.6% 0% 45.4% 0% performance in my subject xx) ASEI-PDSI practices require fewer materials 0% 36.4% 0% 63.6% 0% because of improvisation xxi) It is not possible to cover the syllabus if 0% 68.2% 0% 31.8% 0% ASEI-PDSI practices are implemented
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APPENDIX H
RESEARCH BUDGET
The following is the budget proposal of the total amount of money to be spent: Activity Item units costs total Stationery Printing papers 3 Reams @400 1200 Foolscaps 1 Ream @300 300 Pens 10 @20 200 Pencils 10 @50 500 Sharpeners 3 @20 60 Rubbers 5 @10 50 Folders 5 @40 200 Envelopes 1dozen @60 60 Sub Total 2,570 Photocopies and print out 750 pages @10 7500 printing copies of the print out 1000 copies @3 3000 Sub Total 10,700 Transport Fare to Schools 37,000 Data analysis Computer applications Installation @2000 2000 Consultancy Technician @500 per 5000 fees visit ;10 visits
Sub Total 7,000 Binding Spiral and Hard Cover 11,500 miscellaneous communication airtime 5,000 Grand Total 73,770
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APPENDIX I
PROPOSED SCHEDULE OF ACTIVITIES
Activity/ Month Mar-May June2018- Mar-July Aug-Oct 2019
2018 Feb 2019 2019
Proposal development
Correction
Field work
Data editing and coding, data analysis
Data Analysis corrections and final report
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APPENDIX J
RESEARCH APPROVAL FROM KENYATTA UNIVERSITY
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APPENDIX K
RESEARCH AUTHORIZATION FROM NACOSTI
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