ASSESSMENT OF POOR PERFORMANCE IN MATHEMATICS IN SCHOOL

ASSESSMENT OF POOR PERFORMANCE IN MATHEMATICS IN SCHOOL

DECLARATION

I CHEPKURUI GENTRIX  Reg no. EDN/31/17 of Moi university do hereby declare that this work is my own original work conducted during my teaching practice at St Kizito secondary school for the hearing impaired, which I present to Moi university school of education for academic purpose. I also declare that this work has been done using authorized material and has not been submitted elsewhere by any other person for the award of the degree in Bachelor of Education in Special Needs Education to the best of my knowledge.

Acknowledgment

Firstly I want to thank the Almighty God for giving me good health, knowledge, and understanding throughout my teaching practice.

Secondly, I want to thank in a special way the administration of St Kizito secondary school for the hearing impaired led by the principal Mrs. Monica Okwaro, Deputy principal Miss Teresa Mayeye and the heads of departments I closely worked with for providing relevant materials and unwavering support to ensure that my teaching practice was a success and also giving me a golden opportunity to work in the institution. My special gratitude also goes to the teaching and non- teaching staff of St kizito secondary school and, to a larger extent, to the students for their ever heartful support during my teaching practice.

My sincere gratitude goes to my supervisor Dr.Beth Wambugu for her successful guidance, directions, and support she gave me on how to make my teaching practice a success.

Thirdly, I want to thank my ever-loving parents Mr and Mrs Koech  who stood by my side from the very first day I started my practice to the day I ended it. Their financial support and their prayers made my teaching practice a success. God bless!

Lastly I want to thank all my friends who stood by me with words of encouragements during my practice and to a larger extent I sincerely thank my close friend Mercy Cherono who by all ways supported me not only physically but also emotionally and mentally. She worked by my side always and ensured that I did my best. Thankyou!

DEDICATION

Firstly, I dedicate this report to my ever loving parents Mr and Mrs Koech ,my siblings Gerald, Nimrod and Sonnia for the big support they gave me during the period.

Secondly, I dedicate this report to my colleague teachers in the institution who contributed in a special way in providing me with moral, psychological and spiritual support to enable me to go through the teaching practice successfully. I also dedicate it to the students of the institution who contributed to my success by following instructions that I gave to them hence made my work easy.

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGEMENT

DEDICATION

ABSTRACT

LIST OF ABBREVIATIONS

CHAPTER ONE

• Introduction
  • Background information ;Foundation of the school
  • Physical facilities
  • Co-curricular activities
  • Relationship with the community
  • School calendar of events
  • The school’s daily routine
  • THE SCHOOL MOTTO, VISION, CORE VALUES AND MISSION
  • Teachers preparation
  • Type of administration
  • Expectation of various level
  • Academic performance
  • Discipline
  • Staffing
• Statement of the problem

1.3 Purpose of study

1.4 Objectives of the study

1.5 Research questions

1.6 Significance of the study

1.7 The scope of the study

1.8 Limitations of the study

CHAPTER TWO

• Literature review
  • Attitude of students towards mathematics
  • Attitude of teachers towards mathematics students

2.3 Resources and teaching aids

2.4Teaching methods and maths study

CHAPTER THREE

• Research design and methodology
  • Introduction
  • Research design
  • Locale of study
  • Target population

3.5 Sample selection

3.6Research instruments

3.7Ethical consideration

3.8Data analysis

CHAPTER FOUR

• Findings

CHAPTER FIVE

Conclusions and recommendations

5.1 Conclusions

5.2 Recommendation

REFERENCES

APPENDICES

CHAPTER ONE

1.0 Introduction

1.1.1Background information of the school

St. kizito secondary school for the hearing impaired is located in Bomet county, Sotik sub county along Sotik-Kisii road.

The school was started in the year 2011 at St. Kizito Litein primary school for the deaf in Kericho county. It is a catholic sponsored institution under the catholic diocese of Kericho. The reason behind it’s establishment was due to strong desire by parents of the hearing impaired learners to enable their children to continue to pursue secondary education.

Majority of the parents who had learners who were hearing impaired also wanted to ensure that ,when their children graduate from primary school, they continue with their education without having to travel to other schools far away from Litein. It was this stimulating factor that prompted the head teacher St kizito primary for the deaf Mr. Paul Mutai to start St.kizito secondary school within the primary school compound and voluntarily played a role in teaching the pioneer students.

The school was registered on 20/09/2010 under registration number SP/ED/156/10 as a mixed special school for the hearing impaired students however the school admitted girls only due to insufficient facilities .Initially the school started with 11 girls but two girls dropped out in form 2. To date the school enrolment stands at 126 girls.

The first TSC appointed principal Mrs Monica Okwaro assumed office in October 2013 with a staff of two TSC teachers and 3 BOM teachers .Now the TSC teachers are 9 and only one BOM teacher. The non-teaching staff are currently ten.

So far the school has an administration block which contain staffroom and various offices in it. It has five classrooms, library, a science laboratory, computer laboratory, kitchen and dining hall, two dormitories, six pit latrines and three bathrooms with extension to accommodate all.

1.1.2 Co-curricular activities

The students  participates in various games such as handball, volleyball, netball and athletics. The learners are usually trained compete amongst themselves in interclass competition. The major competition usually occur at the end of term one that is April.

In clubs and societies, the students participate in Red cross, Scouting, Drama and Music and debate club.

1.1.3Relationship with the community

There is perfect relationship between the school and the local community. This is evident since most of the non teaching stuff are within the community. This has enhanced a good report between the local community and the school management. This has helped the school gain much from the community.

For instance, the school usually receive donations from well wishers from within the community in form of basic necessities for example sanitary towels and this enables to keep the hygiene of the girls. In church they have their section which is specifically set aside for them.

1.1.4 School calendar of term one

Opening date- 06/01/2020

First exams

Second exams

Games

Half term break- 17/02/2020-24/02/2020

1.1.5 The school daily routine

Monday to Friday

Time                                             Activity

4.00am-5.00am                      waking up

5.00am-6.00am                      Morning preps

6.00am-6.30am                      Duties

6.30am-6.50am                      Breakfast

7.00am-7.50am                      Remedial

7.50am-8.10am                      Assembly [Monday and Friday]

8.10am-3.20pm                      Normal lessons

3.30pm-4.30pm                     Evening remedial

4.30pm-5.30pm                     Games

5.30pm-6.00pm                     Personal cleanliness

6.00pm-7.00pm                    Supper

7.00pm-9.30pm                    Evening preps

9.30pm-4.00am                    Sleeping

Saturday

7.00am-9.00am                    Washing and cleaning

9.30am-4.00pm                    Remedial classes

4.00pm-5.00pm                   Games

5.00pm-6.00pm                   Personal cleanliness

6.00pm-7.00pm                   Supper

7.00pm-9.30pm                   Entertainment

Sunday

6.00am-7.00am                  Waking up, preparation and leaving for Church

7.00am-9.00am                  Church service

10.00am-4.00pm                Remedial classes

4.00pm-5.00pm                 Games

6.00pm-7.00pm                 Supper

7.00pm-9.00pm                 Entertainment

1.1.6 The School motto, Vision, Core values and Mission

School motto

Moulding achievers with hearing impairment

Vision

To be a leading school for learners with hearing impairment in academics and a centre of excellence in the nation.

Mission

To provide students with hearing impairment with education that makes them academically competitive, responsible and innovative in solving real world challenges.

Core values

Integrity

Creativity and innovation

Dedication to work

Effectiveness in the delivery of services

Transparency and accountability.

ABSTRACT

Mathematics plays an important role in scientific advancement. It is important and is expected to move Kenya’s economy to achieving its industrial status by 2030. However the performance at St. kizito has been poor over the years and this is causing a concern to the teachers and the school stakeholders.

The purpose of the study is to investigate the causes of poor performance in mathematics in the school. Specifically the study investigates the contribution of both the teachers and the learners in overall performance in mathematics.

The study was led by research objectives which were: to examine the influence of cultural backgrounds on students’ performance in mathematics, to identify influence of teacher-students’ relationship on students’ performance in mathematics, determining the nature of the school environment where teaching is practiced and to examine influence of school management system on teaching and learning process in mathematics, evaluate teaching methods used by teachers of mathematics in teaching , examine available resources for effective teaching of mathematics in the school.

The study involved two mathematics teachers of the school and fifty students. This was obtained through random sampling.

The study design was descriptive survey research. Data collection was done by use of questionnaires, interviews and observations.

The findings indicated teaching and learning of mathematics was facing challenges for example poor teaching environment, mathematics departments were not well managed, inadequate self-practice and students’ poor background and poor attitude in mathematics.

Therefore the teachers were recommended to make assessment on the background of their learners to help them decide the teaching methods that can help students perform better in mathematics. Moreover, students should put more effort and practice in learning mathematics.

Also, more maths oriented and professional women in maths should be invited to talk to the students in the school to show them that the subject is not hard and is not only meant for the boy child.

1.1.7 Teachers’ preparation

Teachers are very punctual in terms of attending lessons. They prepare for the lessons by organizing their professional documents which include schemes of work, lesson plans, record of work covered and relevant teaching and learning materials required for the lesson.

The schemes of work are done by the teachers within the first two weeks of opening after which they submit them to the deputy principal for approval before it is finally handed over to the principal.

The lesson plans and lesson notes are done by the teachers before class time and this enables the teachers to gather enough content and master it before going to class to ensure effective delivery of content. The record of work is made by the teachers after every lesson.

There are remedial classes organized to ensure completion of the syllabus on the stipulated time. Teachers arrive to school early enough to prepare for classes. Teachers on duty are responsible in overseeing all the activities in the school. They ensure hygiene is maintained in the school compound throughout the week.

1.1.8 Type of Administration

The school has an understanding administration. The administration is headed by the principal who is responsible for daily running of the school. Below the principal is the deputy principal who is responsible for discipline in the school. Below the deputy is the director of studies. Thereafter are various HODs who ensure the smooth running of lessons in the school.

The principal consults teachers before making decisions. The administration has maintained good relationship between the teachers and the students and the non-teaching stuff by setting down rules and regulations that explains the role of interaction.

1.1.9 Expectation of various levels

In academics, the school aims higher and wants the best that is the reason why it has remedial classes and set targets, goals and objectives.

In games, the school aims at its peak because the learners the learners’ talents have to be nurtured despite their disability. It aims at performing better at co-curricular. This year the teachers and students are optimistic in performing better in games.

1.2 Statement of the problem

Mathematics is a very important subject in the education system since it helps in imparting relevant skills for technological development and in the promotion of creative and critical abilities.

Despite being a compulsory subject in secondary level so as in St Kizito, the students in the school perform poorly in mathematics.

There are various challenges that affect mathematics performance in St kizito. These include:

1. Negative attitude towards mathematics by students-most of the students have negative attitude saying that maths is a hard subject and is only meant for boys and to them they cannot perform any better.
2. Congestion in classrooms-being a special school, the student teacher ratio is high hence not suitable and makes leaning unfavourable.

• Poor student-teacher relationship-this has proved to be the main problem affecting St kizito hence has led to poor performance by most students.

1. Understaffing-the school have only two mathematics teachers employed by the TSC. This is a small number and therefore does not effectively serve the population of a hundred plus students because the teachers have to overwork and the learners may not get all the attention they deserve.

1.3 Purpose of the study

The purpose of the study is to investigate the causes, reasons and solutions for the poor performance in mathematics in the school.

1.4 Objectives of the study

1. To examine influence of school management system in teaching and learning process in mathematics.
2. Find out reasons why students perform poorly in mathematics.

• Find out factors contributing to poor performance in the school.

1.5 Research questions

The following are the research questions that guided the study:

1. What is the influence of school management system in teaching and learning process in mathematics?
2. What are the reasons why students perform poorly in mathematics?

• What are the factors contributing to poor performance in the school?

1.6 Significance of the study

The findings in this study provide teachers and students the insight of what ails performance of mathematics in the school. Teachers may use the information to design appropriate interventions that may help in improving performance of mathematics in the school

Strong relationships between the students and their teachers are essential to the development of all students in the school.

1.7 Scope of the study

The study focuses on poor performance in St kizito. The problem encountered is internal and possible solutions will come from within the school.

The study also focuses on measures that can be taken to improve students’ performance in mathematics.

1.8 Limitations of the study

The study met with a number of constraints which affected both its comprehensiveness and depth. Some respondents failed to give answers to questions asked for example the administration could not give enough information about the previous performance about the school.

Characteristics of the respondents differed for both teachers and students in that the researcher was not able to involve every member of the population but the sample of the study was randomly selected from both teachers and students.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter provides a review of the studies that have been done on causes of poor performance in mathematics. It deals with attitude of students towards mathematics, attitude of teachers towards mathematics students, teaching methods and resources used by mathematics teachers, teaching methods and mathematics study and role of adequate teachers in mathematics.

2.1 Attitude of students towards mathematics

It is generally believed that students’ attitude towards a subject determines their success I that subject.

Bekee (1987) noted that positive attitude among students was a precipice for good academic results in mathematics and other related sciences. Constant poor results in mathematics lead to student losing interest in the subject. Bekee suggested that students’ attitude plays a vital role in enhancing performance in the subject and through effective teaching strategies. A teacher can therefore enhance a learners’ performance in the subject through encouragement.

Barton (2000) noted that positive attitude towards mathematics play a crucial role towards learning mathematics. Teacher’s teaching methodologies should incorporate support structures for learners’ environment and hence affects students’ positive attention towards mathematics.

Furingetti and Pekhonen (2002) argued that the way learners’ perceive an object, helps in shaping their attitude towards the same. The way the students perceive a subject at most times influence their performance.

Arnot, David and Weiner (1989) posited that female learners are more discouraged from pursuing mathematics and related sciences at secondary level. This is due to negative attitude towards negative attitude towards mathematics. A case at St kizito, girls post low marks in mathematics.

2.2 Attitude of mathematics teachers towards students of mathematics

The beliefs teachers have upon their students play a very great role on performance of students in the school. This determines the level of preparation, the level of lesson delivery and even commitment of marking students’ work.

Charalambos, Philippou and Kyriakides (2002) argued that the system of teaching approach to mathematical concepts has a great impact on the learners’ achievement. Negative beliefs turn learners away from the subject as compared to positive attitude that increases the interest of a learner to understand the subject.

Askew (1997) agreed that teacher’s belief on their learners’ capability to learn influences the learners’ performance. A teacher who have positive belief on their learners’ ability to perform better in mathematics motivate their leaners by looking at learners intimate behaviour which translates into positive self-image and belief in oneself.

Teachers who do not believe in their learners’ capability to perform in mathematics transfer the negative energy to their learners and this de-motivates the learners.

Abuseji (2007) argued that teachers’ commitment to work has an impact on the learners learning ability. The level of commitment that teachers show in their work is an influence to learners’ perception and success in what they undertake. The performance of the learners in mathematics largely depends on teacher’s commitment in the way mathematical concepts are presented. The sole responsibility of teachers is to impart knowledge to leaners and to achieve this, teachers should give assignments and tests to students and discuss the results with them.

Ngirachu (2010) study commissioned by Uwezo covering 70 districts in Kenya found that majority of learners in secondary level could not handle mathematical concepts based in primary school level. The study further noted that teachers largely contributed to low performance through high absenteeism and lack of commitment in the work place.

Teachers should therefore be encouraged to find solutions for all challenges faced in the profession, always plan and set expectations, be flexible to change and to work as a team.

2.3 Resources and teaching aids

Teaching and learning is not restricted to one mode of sense. Teaching aids thus plays a vital role in teaching mathematics.

Jensen (1985) commented that visual charts are suitable for illustrating certain mathematical concepts, which help children to develop visual perceptual skills which will be used to identify and recognize shapes and colours. The teacher should guide learners to use the resources in best possible ways.

Therefore teaching materials should be developed to improve the self- image, lives and work opportunities for students.

2.4 Teaching methods and mathematics study

Lesson presentation is of paramount importance to learners’ understanding of the concept being taught. When the lesson is presented from known to unknown, the learner is keen as compared to a lesson presented from unknown to known.

Butty (2001) observed that a teacher’s instruction strategies and instructon techniques influence the students’ academic performance.

Uusimaki and Nason (2004) held the instructional methods have an impact on students’ capability and cognitive development. The quality of teaching strategies, influence how learners view a subject and learner involvement in tasks on the subject matters.

NCTM(2000) assumed that learners learn by finding solutions to challenges they are exposed to.

Therefore, students should be encouraged to carry out exploration particularly in teaching mathematics.

CHAPTER THREE

RESEARCH AND METHODOLOGY

3.1 Introduction

The chapter deals with methods that were used to carry out the study. The subsections includes research design, study location, target population, sampling procedures and methods of data collection and data analysis.

3.2 Research design

It may be impractical to carry out the study of all students in St. Kizito Secondary School for the hearing impaired.

When the time factor is taken into consideration since the students are of diversified potentiality and the time required to study them could actually reduce the accuracy of the research findings with respect to dependent variables.

Furthermore, the passing of time would reflect a change in measurement between individuals measured earlier and those measured later in the survey. Thus random sampling could actually provide greater accuracy than entire student population.

3.3 Locale of study

The study was conducted in St. Kizito Secondary School for the Hearing Impaired.

3.4 Target population

It refers to an entire group of individuals, events or objects having common characteristics (Muganda, Mugenda, 2003).

The study had a target population of fifty students and two math teachers.

3.5 Sample Selection

It was difficult to cover all students because they are many. Therefore, students were selected using sample random sampling technique.

3.6 Research Instruments

The research instruments that were used in the study for data collection were questionnaires and interviews schedule.

3.6.1 Teacher’s Questionnaires

The questionnaire was designed for the math teachers and comprised of two questions. Section A sought student-teacher ratio. Section B sought availability and use of teaching resources in math.

3.6.2 Student’s Questionnaire

This questionnaire comprised of section A and section B. Section A sought availability and use of learning materials while section B consisted of closed questions which accessed factors influencing performance in math.

3.7 Ethical Consideration

Before carrying out the research, permission was first sought from the principal and thereafter, students and teachers were involved. The consent of both teachers and the students were sought before being given questionnaires to fill.

A good report was established with the students. They were assured that the information would be treated confidentially and used only for the purpose of the study.

3.8 Data Analysis

The data was coded and analysed using descriptive statistics. This involved presentation of statistical data in form of frequency distribution tables and percentages.

CHAPTER FOUR

DATA PRESENTATION

4.1 Introduction

The chapter covers; data analysis, results and the discussion of the study findings.

The unstructured questions, generated quantitative data while the unstructured questions generated qualitative data.

Results of data analysis provided information that formed the basis of interpretation of findings, discussions, conclusion and recommendation of the study.

4.2 Students attitude towards mathematics

The study objective was to access student’s attitude towards mathematics in the school. One of the questionnaires required teachers and students to give “yes” or “no” responses on whether student have a positive attitude towards mathematics.

4.3 Student’s responses on positive attitude towards mathematics

The study found out that 20(40%) had positive attitude while 30(60%) had negative attitude towards maths. Hence, this shows that the students had negative attitude towards maths. The findings concur with Newbill (2005) that majority of the student’s possessed negative attitude which does not encourage learning and comprehension of mathematical concepts.

Teachers Responses on the student’s negative attitude towards mathematics

From the teacher’s perspective, it was found out that students had negative attitude towards maths as those who agreed made a percentile of 75%while those who agreed made a percentile of 25%. The findings are in line with observations made that negative attitude towards maths hamper learner’s progress in the subject.

4.4 Teacher’s negative attitude towards mathematics students

The objective of this study was to explore the attitude of mathematics teacher towards the math students.

Teachers have negative attitude towards math students

The study found out that most of the respondents disagreed. Those who agreed with the statement were 2(25%).

It is often declared that the attitude of a teacher could influence their actions in the classroom which becomes critical to student learning. The study found out that teachers had a positive attitude towards math students.

(Ernest, 1989) expressed that the teaching of maths depends on the attitudes and practices that are mainly affected by beliefs, emotions, social context and content knowledge.

4.5 Teaching methods used by teachers of maths

The study analysed several aspects concerning the teacher and the teaching methods.

4.5.1 Teacher’s preparedness for the lesson

This entails preparation of schemes of work, making lesson notes and lesson plans. A teacher requires to have a good mastery of content and present it using the language of the leaner’s level. The researcher wanted to get information on teacher’s level of preparedness.

The study accessed whether teachers are prepared for lessons and the findings showed that 62.5% agreed. While none of them disagreed. The undecided were 37.5%. Indimuli, Mushira, Kuria, Ndung’u and Waichanguru (2009) pointed out that the teacher preparation is vital for effective teaching and learning process.

4.5.2 Teaching Methods are effectively oriented

Teaching methods were found to be actively oriented as 30(60%) of the respondents agreed with the statement while those who disagreed were 15(30%) and the undecided 5(10%). This view is supported by Stigler and Perry (1988) who noted that student’s involvement in classroom activities is a major factor affecting student’s achievement.

4.6 Resources used in teaching of mathematics

The study examined whether resources used in the teaching of mathematics such as time, text books, teaching aids and teachers are in place and fully utilized.

4.6.1 Teachers have adequate teaching resources

Among the teaching resources are text books, teaching aids, computers, time and human resource.

Teachers lacked adequate teaching materials as 2(25%) agreed to the statement. Those who disagreed with the statement were 6(25%).

Anioxe and Chigboli (2016) expressed that well and purposed use of teaching and learning resources supplement and enhance teacher’s ability and resources in class.

4.6.2 Most students have textbooks

From the teacher’s responses it was found out that they all agreed 100% that students have mathematics textbooks.

Eshwani (1981) argues that factors responsible for poor performance in mathematics includes textbooks. He said that use of textbooks among other materials raises academic standards and efficiency of a school system.

4.6.3 Mathematics assignment strategies

The researcher wanted to know the assessment strategies in place in the school.

Assessment enables the teacher to know whether the intended objective have been achieved.

The findings were that mathematic teachers did not assess their students often as respondents who gave “yes” were 3(37.5%) and those who gave “no” were 5(62.5%). Cohen (1976) emphasized that collaborative efforts by learners allow problem solving to be effective when an individual member encounters a difficult situation. This implies that teachers need to provide external monitoring for individuals in a group which enables students to pursue various mathematical concepts.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

The study was to investigate the causes of poor performance in mathematics in the school. The findings of the study confirmed the fact that students attitude, teacher’s attitude and commitment, teaching resources, methods of teachings and assessments are to a great extent valid factors that influence student’s performance in mathematics in the school.

5.2 Recommendations

Students indicated negative attitude towards mathematics and that learning math was difficult to them.

The researcher recommended that;

There is need for teachers to develop and maintain positive attitude towards mathematics

Teachers should encourage students to do extra work apart from work given in class in order to improve.

More assessments should be enhanced to keep students acquainted on the expectations of maths department.

The school should request government for more math teachers to solve the issue of high student-teacher ratio.

REFERENCES

Bekee, F (1927) the effect of behavioural objectives on students’ achievement in integrated science.

Charalombos, philippou and Kyrorides (2002). Towards understanding teacher’s philosophical beliefs about mathematics.

Abuseji, F.A. (2007). Student and teacher related variables as determinants of secondary school students’ academic achievent.

SMASSE Project (2008). Statistical analysis on SMASSE Project impact assessment survey.

APPENDICES

Appendix I: Questionnaire for teachers

1. Do you think students have positive attitude towards mathematics in your school?
2. Yes
3. No
4. The following are some of the feelings you may have about your students. Please indicate whether you agree or disagree.

3. Are students assessed often
4. Yes
5. No

Appendix II : Questionnaires for students

1. Do you think students have a positive attitude towards mathematics?
2. Yes
3. No
4. The following are some of the feelings that you may hear abou math. Please indicate if you agree or disagree.

3. Do your math teachers assess you often?
4. Yes
5. No

Appendix III

Members of teaching staff.

ST KIZITO SEC SCHOOL FOR THE HEARING IMPAIRED

TP TEACHERS

ABBREVIATIONS

PERSONAL TIMETABLE