Teaching of Mathematics

Feasibility of Using Geogebra in the Teaching and Learning of Geometry Concepts in Secondary Schools in Kajiado County, Kenya

Fri, 01 Jan 2016 00:00:00 GMT

Feasibility of Using Geogebra in the Teaching and Learning of Geometry Concepts in Secondary Schools in Kajiado County, Kenya Mwingirwa, Irene Mukiri GeoGebra is a free computer application software that provides an algebra view, geometry view, spreadsheet view and an input bar. This study looked at if and how this resource can be used to enhance the teaching of Geometry in secondary schools in Kajiado County in Kenya. The objectives of this study were to assess the applicability of GeoGebra in the teaching of mathematics in secondary schools in Kenya. The relationship in performance of students taught with the help of this innovation and those students not using it was established. The study also compared the change in girls’ performance with that of boys after being introduced to Geometry using GeoGebra. The study further assessed how teachers responded to training on use of GeoGebra in teaching. The design adopted for this study was a mixed methods design of qualitative and quantitative approaches. The quantitative approach entailed the use of a quasiexperimental method whereby the independent variable in this study was the uptake of technology in this case GeoGebra in the teaching of Mathematics, while dependent variable is the achievement of students in Geometry. The target population was the secondary school mathematics teachers and students. The study sampled two boys’ secondary schools, two girls’ secondary schools and two mixed secondary schools in Kajiado County. Another mixed school was used for piloting of the instruments. Cronbach alpha of 0.79 was obtained for the teachers’ questionnaires while the reliability of the mathematics test was calculated using split half reliability index of 0.84. The data obtained was analyzed with the help of split plot ANOVA and descriptive statistics for the uptake of technology. The study found out that uptake of technology was slow (at the early adopter’s stage of adoption) among mathematics teachers. Further, there was a clear indication that GeoGebra would help improve the students’ understanding of concepts in mathematics and hence improve performance. The gender differences were not seen to affect performance of students in mathematics after learning in a GeoGebra environment. Although mathematics teachers in the county were mostly male, the female students were able to compete fairly well with the male students. The study concludes that GeoGebra is useful in improving performance of secondary school students in Geometry if teachers are well trained using the guides indicated in this study. It also concludes that GeoGebra benefits both girls and boys and therefore it is useful in bridging the gap between the genders in the learning of mathematics. It also developed a prototype GeoGebra manual for Kenyan mathematics teachers using GeoGebra. The study recommends that GeoGebra be used in teaching geometry in Kenyan secondary schools. The findings of this study will be useful to scholars of Mathematics Education, Quality Assurance and Standard Officers, Mathematics teachers, students and the schools administration. The study will add to the current knowledge in the teaching of mathematics in the Kenyan curriculum and hence improve performance. A Thesis Submitted In Fulfillment for the Requirements for the Degree of Doctor of Philosophy (Mathematics Education) in the School of Education of Kenyatta University June, 2016

Attitudes towards Learning and Performance in Mathematics among Students in Selected Secondary Schools in Bureti District, Kenya

Sat, 01 Jan 2011 00:00:00 GMT

Attitudes towards Learning and Performance in Mathematics among Students in Selected Secondary Schools in Bureti District, Kenya Mutai, Jackson Kipronoh The purpose of this study was to investigate the attitudes' influence towards learning and performance in mathematics by students in secondary schools in Bureti District. The objectives of the study were: a) to determine the attitudes formed by the students towards learning and performance in mathematics, b) to find out whether such attitudes contributed to inappropriate learning of mathematics and consequently poor performance in secondary schools and c) to establish factors which influence attitudes towards learning and performance of mathematics among secondary school students. The study adopted a descriptive survey design and data was largely descriptive by nature. Data was collected using Mathematics Teachers Questionnaires (MTQ for teachers and Mathematics Students Questionnaires (MSQ for students. These were administered on a sample of 24 teachers and 359 students respectively selected from six secondary schools in Bureti district. Data collected were coded and subjected to a Statistical Package for Social Science (SPSS) analysis. Findings indicated that the major problem associated with attitudes in the learning of mathematics in the secondary schools included lack of confidence and interest in the ability to learn and perform well in mathematics as reported by 45% of the respondents. Lack of interest in mathematics was mentioned by 24% of the respondents. With regards to attitudes towards mathematics as a subject, 56% of the respondents strongly agreed that they enjoyed learning mathematics as a subject. In addition, the same percentage (56%) strongly disagreed that Mathematics classes/lessons were not interesting. Out of the students respondents 49% of them strongly agreed that they would like to continue doing mathematics after secondary school. Only 38% of the respondents strongly disagreed that understanding mathematics was difficult while 70% of the respondents strongly agreed that Mathematics was a very useful subject in life. The following recommendations are made from the study: a) positive attitudes towards learning and performing well in mathematics are necessary ingredients in secondary school mathematics education. There is need for teachers, parents, and any other education stake holder to enhance these positive attitudes, b) there is a successive connection between attitudes, learning, performance and practical utility of mathematics. This connection should be established early enough in students' mathematics education cumculum; c) mathematics teachers particularly should know precisely how students learn mathematics. This will help them organize and plan for effective teaching and learning of any mathematical concept. d) Language used while students learn mathematics should be purposively geared towards enhancing favourable attitudes towards mathematics education, e) mathematics departmental counseling should be undertaken regularly to assist students with persistent negative attitudes towards learning and performance in mathematics. The unfavourable attitudes should be curtailed professionally and early enough before students utterly drop learning and/or performance in mathematics, f) mathematics teachers should wisely utilize available learning resources to enhance positive attitudes, reinforce neutral attitudes, if any, and neutralize any negative attitudes towards learning and performance of mathematics, g) efforts should be made to ensure gender does not hinder learning and/or performance in mathematics among students. Teachers, parents and siblings of the students should encourage both the female and male learners to equally embrace mathematics. A PhD thesis submitted to School of Education, Kenyatta Univesity

Students and Teachers Attitude Factors Contributing to Poor Performance in Mathematics in K.C.S.E in Selected Public Secondary Schools in Kiambaa Division of Central Province, Kenya

Thu, 01 Jan 2015 00:00:00 GMT

Students and Teachers Attitude Factors Contributing to Poor Performance in Mathematics in K.C.S.E in Selected Public Secondary Schools in Kiambaa Division of Central Province, Kenya Karigi, Martha Wambui; Tumuti, Sammy Students' poor performance in national examination remains a major concern worldwide and Kenya in particular. Teachers, students, parents, curriculum developers and the public have tended to blame one another for the poor performance in Mathematics at secondary school level. In an attempt to respond to this problem, the Kenyan Mathematics scholars have carried out many studies in Mathematics education. Despite these studies, students' performance remained poor. This means that the main reason for this poor performance had not been established. This study aimed at determining the students and teacher’s attitude as factors contributing to the poor performance in Mathematics by students in secondary schools in Kiambaa Division. The study employed a descriptive survey and focused on Form 3 students and their Mathematics teachers. Random stratified technique was used to select 6 public secondary schools from 40 public schools in Kiambaa Division. Form 3 students were selected randomly. Simple random sampling was used to select 20 students and 4 teachers from each school sampled. Data was collected with two instruments, Mathematics Teacher Questionnaire (MTQ) and Mathematics Student's Questionnaire (MSQ). A total of 16 teachers and 80 students filled the MSQ and MTQ respectively. Data from the field was analyzed qualitatively. Qualitative analysis involved making inferences from the teachers and students responses from the questionnaires. Qualitative analysis made use of descriptive statistics such as percentages and frequencies. The findings of this study would be of significance to the teachers, students, curriculum developers, college tutors in educational institutions with regard to improvement of Mathematics performance and education. Change of attitude in both the students and learners will help to improve performance in Mathematics. It was also revealed that teachers had a positive attitude towards teaching of Mathematics. However students had a negative attitude towards learning of Mathematics. This was seen as a factor that contributed to poor performance o f Mathematics. Based on the above findings, the study recommended that schools should guide and counsel students on the importance of learning Mathematics. It was also recommended that schools should also try and motivate students and help them develop positive attitude towards the subject. Taking the limitations and delimitations of the study, the researcher makes the following suggestions for further research: There was need to conduct a research to investigate on home background and its effect of student’s performance. There was need to conduct a research to investigate how administrative factors that contribute to poor performance. An article published in Strategic Journal of Business & Change Management

Influence Extrovert Personality Trait on Mathematics Achievement among Secondary School Students in Kenya

Tue, 01 Jan 2019 00:00:00 GMT

Influence Extrovert Personality Trait on Mathematics Achievement among Secondary School Students in Kenya Awuondo, Kevin Ochieng; Aloka, Peter J. O.; Kiplagat, Paul The present study investigated the influence of extrovert personality trait on Mathematics achievement among secondary school students in Nyakach sub-county, Kenya. The study will be guided by Eysenck’s theory of Personality. The study employed the Concurrent triangulation design within the pragmatic of mixed method approach. The target population comprised of 20 Deputy Principals, 900 form three students, 20 Mathematics teachers and 20 H.O.D’s – Guidance &Counseling will be obtained. Data was collected through the Eysenck questionnaire, interview schedule, Standardized Mathematics exams for the schools and Mathematics document analysis. A pilot study was conducted to validate as appropriate the research instruments before the actual research commence. Content construct and face validity was ensured by use of research experts, while reliability will be ensured by split half method. Reliability test was above 0.5 implying high rate of reliability. Trustworthiness of qualitative instruments was ensured according to the four criteria. Quantitative data from the questionnaires was analyzed by both descriptive statistics and inferential statistics such a Pearson product correlation coefficient and regression analysis, while qualitative data was analyzed using thematic framework. There was a positive correlation (n=878; r =.353**; p <.01) between Being extrovert and Mathematic scores among students. Its recommended that teachers should purpose to blend this personality with others during group activities. An artcle published in International Journal of Advanced and Multidisciplinary Social Science