The objective of this study was to investigate the reasons behind poor performance of girls in mathematics in selected schools in Kenya. The specific objectives of the study were to investigate some reasons behind this poor performance.
The methods used of data collection include questionnaires and interview guides to gather information on the academic performance in mathematics. Others were original computer printouts for the results of the students in the specified years of study.
The research study recommended that the government should have a policy in place that encourages retaining teachers in upcountry schools, where the government should introduce upcountry allowances in the remunerations scheme of mathematics teachers. Another recommendation made was that enhanced assessment and monitoring of the teaching processes by quality assurors could provide the needed advice and guidance in leaders among other recommendations.
Table of Contents
CHAPTER ONE
Introduction
Background of the study
1.1 Problem Statement
1.2 General Objectives of the study
1.3 Specific Objectives of the study
1.4 Research Questions
1.5 Scope of the study
1.6 Significance of the study
CHAPTER TWO
Literature Review
2.0 Introduction
CHAPTER THREE
Methodology
3.0 Introduction
3.1 Research Design
3.2 Environment
3.3 Instruments
3.4 Data Collection procedures
3.5 Statistical Treatment of Data
CHAPTER FOUR
Data Presentation, Analysis and Interpretation
4.0 Discipline in schools and academic performance of mathematics by girls
4.1 Quality of teachers and academic performance in mathematics by girls
4.2 Facilities in school and academic performance in mathematics
CHAPTER FIVE
Summary, Conclusion and recommendations
5.0 Introduction
5.1 Summary
5.1.1 Quality of mathematics teachers and academic performance in mathematic
5.1.2 Facilities in schools and academic performance in mathematics
5.2 Conclusions
5.3 Recommendations
Objectives and Research Themes
The primary objective of this study is to investigate the underlying factors contributing to the poor academic performance of girls in mathematics within selected schools in the Kiogoro Division of Kenya. The research seeks to analyze how school discipline, teacher quality, and the availability of learning facilities influence student achievement in this subject.
- Analysis of discipline levels and their correlation with academic outcomes.
- Evaluation of mathematics teacher qualifications and teaching effectiveness.
- Assessment of the impact of school infrastructure and facilities on learning.
- Identification of challenges faced by female students in mathematics enrollment and completion.
- Formulation of policy recommendations to enhance academic performance in mathematics.
Excerpt from the Book
Literature Review
The chapter highlights the existing work of other researchers or writers. Most writers have come up with views about the characteristics of competent teachers and the cimportance of having such teachers as follows:
Craig et al (1998) holds the view that the quality of the teachers’ performance determines the students’ achievement. Factors such as the year of teachers verbal fluency, subject matter knowledge, having books and materials, knowing how to use them, teachers expectation of pupil performance, time spent on classroom preparation and frequent monitoring of student progress determine the quality of performance of a teacher.
The common wealth report (1974), explains teacher competence as having a knowledge of child development, of the material to be taught and suitable methods, his skills must enable jhim to teach, advice and guide his pupils, community and culture with which he is involved ; his attitudes should be positive without being aggressive, so that his examples are likely to be followed as he transmits explicitly, and implicitly the national aims, morals and social values (University of Nairobi Annual Journal December, 2008).
Chapter Summaries
CHAPTER ONE: Provides the research background, defines the problem statement regarding poor mathematics performance among girls, and outlines the objectives and significance of the study.
CHAPTER TWO: Reviews relevant literature on teacher competence, the impact of school facilities on student outcomes, and theoretical frameworks regarding effective schooling.
CHAPTER THREE: Details the research methodology, including the descriptive survey design, data collection instruments such as questionnaires, and procedures used in Kiogoro Division.
CHAPTER FOUR: Presents the empirical findings and data analysis regarding school discipline, teacher qualifications, and facility adequacy as they relate to academic performance.
CHAPTER FIVE: Summarizes the study's conclusions, highlights the key findings, and provides recommendations for stakeholders and the government to improve mathematics education for girls.
Key Words
Mathematics, Girls, Academic Performance, Kenya, Kiogoro Division, School Discipline, Teacher Competence, Secondary Education, Learning Facilities, Enrolment, Pedagogical Quality, Educational Policy, Gender Disparities, Student Achievement, Quality Assurance.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying and analyzing the various factors, such as discipline, teacher quality, and facilities, that contribute to the poor performance of girls in mathematics in schools located in the Kiogoro Division of Kenya.
What are the primary themes addressed in this study?
The primary themes include the influence of school management on student behavior, the role of professional teacher qualifications, and the necessity of adequate physical infrastructure in fostering a successful learning environment for mathematics.
What is the main research objective?
The main objective is to investigate the reasons behind poor performance of girls in mathematics and to propose actionable recommendations to the government and educational stakeholders to reverse this trend.
Which research methodology was utilized?
The study employed a descriptive survey research design, utilizing questionnaires and interview guides to gather qualitative and quantitative data from students, teachers, and headteachers.
What is covered in the main body of the work?
The main body covers the theoretical framework, the methodology, a comprehensive presentation and interpretation of collected data regarding classroom and school environments, and a final summary with conclusions and recommendations.
Which keywords characterize this work?
The work is characterized by keywords such as mathematics performance, gender education, school discipline, teacher competence, and Kenya's secondary education sector.
How does the study link school discipline to mathematics results?
The study establishes a statistical correlation showing that schools with moderate to low discipline levels tend to have lower academic performance in mathematics, suggesting that student behavior significantly disrupts learning time.
What specific role do parents play according to the recommendations?
The study recommends that school administrators organize more meetings with parents to sensitize them about their critical role in disciplining their children and supporting their education.
What is the author's stance on teacher qualifications?
The author notes that while a vast majority of the teachers (93.8%) are qualified, they often face challenges such as large class sizes and a lack of sufficient motivation, which affects their overall effectiveness.
Why are computers and internet access emphasized?
The study identifies the lack of modern ICT facilities as a major disadvantage, preventing students from staying abreast of global innovations and accessing information not available in traditional textbooks.
- Quote paper
- Evans Mogoi (Author), Mary Susan Anyiendah (Author), 2010, Improving mathematics instruction for girls, Munich, GRIN Verlag, https://www.grin.com/document/376447
