TABLE OF CONTENTS
DECLARATION
DEDICATION ii
ACKNOWLEDGEMENT
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ABSTRACT viii
ABBREVIATIONS ix
CHAPTERONE 1
INTRODUCTION 1
1.lBackground of the Study I
1.2 Statement of the Problem 2
1.3 Objectives of the Study 3
1.3.1 Specific objectives 3
1.4 Research Questions 3
1.5 Research Hypothesis 4
1.6 Significance of the Study 4
1.7 Theoretical Framework 5
1.8 Operational Definition of Terms 7
CHAPTERTWO 9
REVIEW OF LITERATURE 9
2.1 Introduction 9
2.2 Review of Related Literature 9
2.3 Learners Entry Behavior 13
2.4 Learners Attitude 13
2.5 Motivational Level 13
CHAPTER THREE 14
RESEARCH DESIGN AND METHODOLOGY 14
3.1 Introduction 14
3.2 Research Design 14
3.3 Target Population 14
3.4 Description of the Sampling Procedure 14
3.5 Research Instrument 16
3.6 Data Collection 16
3.6.1: Pre—Testing 17
3.6.2 Actual Data Collection 17
CHAPTER FOUR 18
RESEARCH FINDINGS AND DISCUSSIONS 18
4.1 Introduction 18
4.2 Demographic Information of the Respondents 18
4.3 Biographic information of the respondents 18
4.3,1 Biographical Information of the Pupils 18
4.3.2 Biographic Information of the Teachers 19
4.3.3 Biographic Information of the Head Teachers 21
4.4. Physical Facilities and Their Influence on the Performance in Mathematics ... .21
4.5 Teachers and Learners Attitude towards Each Other and To Mathematics 22
iv
4.6 Motivation Level of Teachers and Learners and Performers 23
4.7 Pupils Action and Performance 24
4.8 Data Analysis 25
CHAPTER FIVE 28
SUMMARY, CONCLUSION AND RECOMMENDATION 28
5.0 Introduction 28
5.1 Summary 28
5.1.1 Physical Facilities and Performance 28
5.1.2 Motivation and Performance 29
5.1.3 Attitude and Performance 29
5.1.4 Evaluation and Performance 29
5.2 Conclusion 30
5.2.1 Physical Facilities and Performance 30
5.2.2 Motivation and Performance 30
5.2.4: Evaluation and Performance 30
5.3 Recommendations 30
5.4 Suggestion for Further Research 31
REFERENCES 32
APPENDIX A: TRANSMITAL LETTER 33
APPENDIX B: STUDY QUESTIONNAIRE TO PUPILS 34
APPENDIX C: STUDY QUESTIONNAIRE TO TEACHERS 37
APPENDIX D: STUDY QUESTIONNAIRE TO SCHOOL HEADS 40
ABSTRACT The performance of mathematics in national exams has been deteriorating over last few years. This is so in majority of primary schools in Kenya and especially Kakamega North district. The situation may not be different in other districts in Kenya. The problem is therefore of a global concern given that most of the technology is statistical based with a mathematical orientation. Mathematics being a branch of science that deals with precision and quantitative applications is widely appreciated in many fields. These include agriculture, accounting, veterinary practice, public health, and medicine just to mention a few. The poor performance of Mathematics in exams may therefore mean a definite downfall in our technological fields and the collapse of the entire Kenyan economy. This poor performance may be as a result of poor motivating, lack of or poor evaluation, physical facilities and to a ig~ge extent a negative attitude of students towards the subject. The purpose of this study was to determine factors that affect the performance of mathematics in national exams in some selected primary schools in Kabras division of Kakamega North district. The study was also used to identify some measures that might be used to predict the performance of primary school pupils studying mathematics. The sample in the study consisted of 50 pupils from std one up to std eight, 10 mathematics teachers and 5 head teachers. The data collection methodology involved questionnaire and observation of all the targeted groups. The information collected will hopefully be used to improve performance in mathematics in examinations. The Main objective was to assess the factors that affect the performance of primary school pupils in mathematics. The specific objectives were to find out if learners attitude, facilities available, caliber of pupil, class size, evaluation and motivational level of teachers and pupils among other factors affect the learners performance in mathematics. It also looked at relationship between pupils / teachers characteristics. The study found that there is insufficient quantitative equipment and no trained laboratory assistants in 66% of the population investigated. The workload is too large leading to less time being dedicated to practical work. Also 80% of the pupils had low morale to learn, many of the girls investigated had a general attitude that mathematics being a science subject is difficult and is meant for the boys. Some teachers are very harsh and lack the human face when teaching mathematics and this demoralizes some pupils in studying math~matics. It is however worth nothing that most of the problems cited by the respondents have a workable solution; and if professionally encountered the performance in mathematics examination can greatly be improved.
