Mathematics teachers' background variables related to Kenya certificate of primary education (kcpe) a case of marmanet zone, laikipia district, Kenya by

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Kampala International University, College of Education Open and Distance Learning
The purpose of this study was to determine the factors that influence KCP E mathematics performance in Public primary schools. The study further sought to establish whether the attitude of Mathematics was related to pupils 'performance in KCP E mathematics. In addition, the problems the teachers faced while teaching mathematics was investigated. The target population was mathematics teachers in public primary schools in Marmanet zone. All the mathematics teachers were given the questionnaires, the instrument used to collect data. There were 80 respondents. The Chi-square test was used to test the hypotheses while the Pearson moment correlation coefficient was used for the fourth hypothesis. The 0. 05 level of confidence was used to accept or reject the null hypothesis. The KCPE mathematics results used in the study were mean scores o/2006, 2007, 2008 KCPE mathematics results. Analysis of the collected data indicated that there was no significant relationship between the mathematics teachers' academic qualifications, professional qualifications teaching experience and the KCP E mathematics performance. The mathematics teachers were all found to have a positive attitude towards mathematics. Five problems related to mathematics teaching were mentioned by more than 40 percent of the mathematics teachers. These were the pupils' negative attitude towards mathematics, lack of interest in mathematics and lack of seriousness to mathematics. There was also the extreme difference between the 'fast' and 'slow' learners. Some topics in the syllabus were also said to be too abstract that it was not possible for the teachers to give the pupils vivid examples. The mathematics teachers had also been asked to give recommendations that would lead to better performance of pupil in KCPE mathematics. The recommendations given by over 50% of the mathematics teachers were that the syllabus be reduced; text books and other teaching resources be provided; pupils be motivated; the teachers to give pupils real life examples to enhance meaningful learning.
A research report submitted to the College of Education Open and Distance Learning in partial fulfillment of the requirements for the award of Bachelor of Education in Special Needs Education, Kampala International University
Mathematics, teachers' background, primary education, Kenya