To Establish the Effects of Principals’ Support to Teachers Through Mathematics Seminars/Workshop on Student’ Performance in Mathematics in Kcse Examination in Meru County, Kenya.

Honjen Thiharu Maingi Kirikua; Dr Paul  Maithya; Dr Alexander  Ronoh

doi:10.31686/ijier.vol8.iss10.2497

Authors

Honjen Thiharu Maingi Kirikua

Maasai Mara University, Kenya
Dr Paul Maithya

Maasai Mara University, Kenya
Dr Alexander Ronoh

Maasai Mara University, Kenya

DOI:

https://doi.org/10.31686/ijier.vol8.iss10.2497

Keywords:

Mathematics, KCSE, performance, principals, administrative strategies, evaluation

Abstract

Performance in Mathematics in Meru County, Kenya from 2012 to 2016 has consistently been deteriorating. The purpose of this study was an evaluation of how the administrative strategies designed by the principals affected students’ performance in the Kenya Certificate of Secondary Education (KCSE) in Meru County. Objectives that directed the study were to evaluate the various attributes on student performance in KCSE examination in Meru County. The objective was to evaluate principal’s support to teachers through Mathematics seminars/workshops and student’s performance in Mathematics. This study used ex post facto design. The research instrument was Mathematics teachers’ questionnaire, KCSE document analysis for five years in Meru County and Principal’s interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population translating to 92 principals and 251 Mathematics teachers. Validity was ensured by piloting the instrument. Reliability was ensured by using split half technique. The findings revealed that principals were not sponsoring Mathematics teachers to attend workshops and seminars.. The principals cited a lack of resources and budgetary allocation to the low number of Mathematics teachers attending seminars and workshops. The findings of the study were expected to be useful to the Ministry of Education, teachers and students as well as other stakeholders in the education sector.

Author Biographies

Honjen Thiharu Maingi Kirikua, Maasai Mara University, Kenya

Dept. of Education
Dr Paul Maithya, Maasai Mara University, Kenya

Dept. of Education
Dr Alexander Ronoh, Maasai Mara University, Kenya

Dept. of Education

References

Ayot, H. (1987). Instructional Method.Nairobi: Kenyatta University Afropress. Campbell, P. F., & Malkus, N. N. (2010). The impact of elementary mathematics specialists. Journal of Mathematics and Science: Collaborative Explorations, 12(1), 1-28.

Eshiwani, G. S. (1990). Implementing educational policies in Kenya. Nairobi, Kenyatta.

Examination Council report 2008: KCSE 2004, 2005, 2006, 2007. Nairobi: KNEC.

Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ledwig, M., Jones, W. (2008). The impact of two professional development interventions on early reading instruction and achievement. Washington, DC: Institute of Education Sciences.

Gelman, A., & Hill, J. (2006). Data analysis using regression and multilevel/hierarchical models. Cambridge university press. DOI: https://doi.org/10.1017/CBO9780511790942

Githua, B. N., & Nyabwa, R. A. (2008). Effects of advance organiser strategy during instruction on secondary school students’ mathematics achievement in Kenya’s Nakuru district. International Journal of Science and Mathematics Education, 6(3), 439- 457. DOI: https://doi.org/10.1007/s10763-006-9037-8

Marete, J. K. (2012). The implementation of strengthening Mathematics and Science education on the teaching and learning of Mathematics in primary schools in Nkuene division, Meru county, Kenya (Doctoral dissertation, University of Nairobi, Kenya).

Mullis, I. V., & Martin, M. O. (2008). Overview of TIMSS 2007. Chestnut Hill, MA: TIMSS & PIRLS.

Mwagiru, A. N. (2014). School factors influencing implementation of strengthening mathematics and science education in science teaching in public primary schools in Kandara Division, Muranga County (Doctoral dissertation, University of Nairobi).

Olembo, J. O., Wanga, P. E., & Karangu, N. M. (1992). Management in Education, Educational Research and publications. Nairobi: East African Educational Publishers

Renzulli, J. S. (2004). Schools for talent development: A practical plan for total school achievement. Mansfield Center, CT: Creative Learning Press.

UNESCO, (2015). Education for All: Global Monitoring Report (2000-2015). Achievements and Challenges 157 UNESCO. 2010. EFA global monitoring report 2010. Education for all: Reaching the marginalized. Paris: UNESCO.