https://kerd.ku.ac.ke/handle/123456789/134 2026-10-01T23:58:14Z 2026-10-01T23:58:14Z Gachahi, Michael W. Kimani, Gerald N. Njagi, Lucy W. Ngaruiya, Boniface https://kerd.ku.ac.ke/handle/123456789/1685 2020-07-08T09:31:25Z 2014-01-01T00:00:00Z

Head teachers’ and Teachers’ Perceptions Towards Smase Programme and Primary School Pupils’ Mathematics and Science Achievement in Murang’a County, Kenya Gachahi, Michael W.; Kimani, Gerald N.; Njagi, Lucy W.; Ngaruiya, Boniface With support from Japan, the Government of Kenya embarked on implementation of Strengthening Mathematics and Science Education (SMASE) in-service programme in all primary schools in 2009 with the aim of improving pupils’ achievement in the two subjects. However, head teachers’ and teachers’ perceptions towards this programme and the effects of those perceptions on pupils’ achievement have not been established. This study therefore sought to determine head teachers’ and teachers’ perceptions towards the SMASE- programme and primary school pupils’ achievement in Mathematics and Science in primary schools in Murang’a County, Kenya. This study adopted descriptive survey research design. Data were collected through validated head teachers’ and teachers’ questionnaires and pupils’ achievement tests in Mathematics and Science. Chi Square (χ²) tests and Pearson correlation coefficient were used to test the null hypotheses (α = .05). I n the study, only head teachers’ perceptions towards SMASE in-service programme had a significant relationship with pupils’ achievement in Mathematics, albeit a negative one. An article published in International Journal of Education and Research

2014-01-01T00:00:00Z Thuku, F.W. Hungi, N. https://kerd.ku.ac.ke/handle/123456789/1625 2020-07-07T08:03:41Z 2013-01-01T00:00:00Z

Explaining Differences in Mathematics and Reading Achievement among Standard 6 Pupils in Kenya: Emerging Policy Issues Thuku, F.W.; Hungi, N. This study employed a multilevel analyses procedure to examine pupil, class and school levels factors that influenced achievement in mathematics and reading of Standard 6 primary school pupils in Kenya as well as to examine performance of schools across provinces in Kenya. The data for this study were collected as part of a major project (known as Southern Africa Consortium for Monitoring Educational Quality, SACMEQ) that sought to examine the quality of education offered in primary schools in Kenya as well as in primary schools in another 15 Southern African countries. Results show that pupil's age, pupil's home background and pupil-teacher ratio are important factors in the prediction of achievement in mathematics and reading at Standard 6 level in Kenya. In addition, the results show that, when value-added approaches are used to examine school effectiveness, there are no significant differences in performance of primary schools across provinces in Kenya in mathematics and reading. The exceptions here were schools in Nairobi Province which appeared to perform significantly above average in reading but not in mathematics. Policy implications of the findings are outlined. An article published in International Household Survey Network

2013-01-01T00:00:00Z Oroni, Nicholas Barasa Wepukhulu, Rispah N. Simiyu, Irene https://kerd.ku.ac.ke/handle/123456789/1610 2020-07-06T11:55:05Z 2018-01-01T00:00:00Z

Influence of the Free Primary Education Policy on Pupils Arithmetic Competence, in Public Primary Schools. A case study of Kimilili Bungoma Sub County, Kenya Oroni, Nicholas Barasa; Wepukhulu, Rispah N.; Simiyu, Irene This study set to explore influence of the free primary education on pupil’s Arithmetic competence in public primary schools in Kimilili-Bungoma Sub–County. The specific objectives of the study were to investigate how the teacher –pupil ratios affect pupils ,Arithmetic competence ,to determine the role of textbooks ratio on learner arithmetic competence and to find out how physical facilities affect the leaner in understanding mathematics .The study was guided by education production ,a school is considered as affirm that is to process people into desirable and productive graduates .Educational output was indicated by learners ‘Arithmetic competence in mathematics which was explained by educational input made of, teachers –pupils ratio, textbook ratio and physical facilities .The study adopted a descriptive survey research design .This is because this design is suitable for the study of behavior, attitudes, values and characteristics and will help present response put forward by pupils and teachers of mathematics. The target population comprised of standard six pupils and 24 teachers of mathematics of the 8 selected public primary schools in Kimilili-Bungoma sub-county. Stratified random sampling was used to select .The sample while random sampling was to select the 200 respondents from standard six. Data collection instruments were the questionnaire ,computation task and document analysis .Data analysis revealed that with the high influx of pupils due to free primary education(FPE),there was a higher teacher –pupil ratio inadequacy, mathematics pupils ‘textbooks and inadequate physical facilities (classrooms, chairs and desks).These inadequacy ,had resulted into ineffective teaching of mathematics ,marking and a follow-up of pupil in the public primary schools, lowering the mastery of the pupils computation skills in mathematics. In the light of these findings was recommended that the government increases its funds so that more textbooks are purchased, employs more teachers and in partnership with the community constructs more classrooms in primary schools. Also teachers should be in serviced regularly, inspected frequently, use a variety of teaching method, specialize in the teaching of mathematics and be role models and on the other hand, the pupils should do a lot of practice in mathematics. Proceedings of Kibabii University 3rd Interdisciplinary International Scientific Conference

2018-01-01T00:00:00Z Ngusa, Judy Nyakwara, Begi Ndani, Mary https://kerd.ku.ac.ke/handle/123456789/1502 2020-07-02T09:10:47Z 2018-01-01T00:00:00Z

Relationship between School Learning Environment and Pupils’ Performance in Mathematics in Nairobi County, Kenya Ngusa, Judy; Nyakwara, Begi; Ndani, Mary Mathematics for young children lays a foundation of basic concepts and skills on which future learning is built. However, despite the role it plays in an individual and society, in Kenya it has continued to be poorly performed by students in national examinations. The purpose of the study was to explore the relationship between school learning environment and pupils’ performance in mathematics. Ecological model by Urie Bronfenbrenner was used to guide the study. The study used descriptive research design. Dependent variable was pupils’ performance in mathematics; while independent variable was school learning environment. The target population was standard three pupils and teachers in Dandora Zone, in Nairobi County. Purposive and stratified random sampling techniques were employed to select the sample of the study. Questionnaire, achievement proforma and observation schedules were used to collect data. Quantitative and Qualitative methods were used to analyse data and results presented using tables and text. An article published in European Journal of Education Studies

2018-01-01T00:00:00Z