Disparities in Performance in Mathematics between Primary and Secondary Schools: A Case Study of Sirikwa Zone Uasin Gishu

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Kampala International University, bachelors degree in early childhood and primary education
The purpose of this study us to investigate the factors that undermine the continuity of good performance in mathematics in the Kenya Certificate of primary education (KCPE) and poor performance and the poor performance in the Kenya Certificate of secondary education (KCSE). It further seeks to establish the differences in evaluation aspects at the primary and secondary levels, teachers and pupils factors in relation to attitude and transition from primary to secondary school. A descriptive survey design was adopted. This accessed a population of students in form J and mathematics teachers in three secondary schools. The sample of the study will comprise of 60 students and 6 mathematics teachers in J secondary schools. This targeted population shall exclusively represent both primary and secondary school because the same students shall reflect their performance in the Kenya certificate of primary education (KCPE). Data will be collected by use of questionnaires. The data shall be' collected by use of descriptive statistics that involves data tabulation through random samples in order to give a generalized analysis. The highlights will be the factors undermining the continuity of good performance in mathematics in the KCPE and the poor performance in the KCSE. The findings will be useful to teachers of mathematics, head teachers, school inspectors, curriculum developers at Kenya institute of Education (KIE) and the Kenya National examination council (KNEC).
A Research Report Submitted to the Institute of Open and Distance Learning of Kampala International University in Partial Fulfillment of the Requirement for the Award of Bachelor of Education in Early Childhood and Primary Education
Disparities, Performance in Mathematics, Primary and Secondary, Sirikwa Zone Uasin Gishu