TO INVESTIGATE FACTORS CONTRIBUTING TO POOR

PERFORMANCE IN MATHEMATICS IN DAY SECONDARY

SCHOOLS IN EMBU EAST SUBCOUNTY, EMBU COUNTY,

KENYA.

KENNETH KITHINJI NYAGA

EL13/29246/17

A research proposal submitted in partial fulfillment for the award of

post graduate diploma in education, Chuka University.

December, 2018
ABSTRACT

The purpose of the research is to investigate the causes of poor performance of mathematics

subject in Embu East subcounty. The goals of the review are threefold; one to highlight the

factors that leading to poor performance in mathematics subject in day secondary schools.

Secondly to highlight the educational consequences of poorly developed mathematical

competencies. Thirdly to provide recommendations that will contribute to effective learning,

teaching and performance in mathematics in day secondary schools. The researcher will use

descriptive research, in an attempt to describe such variables as possible characteristics,

behaviour, values and attitudes.The Target population will be made up of 200 students all form

three and form four students from four day secondary schools to be chosen as a sample. Subject

teachers will be included in addition to the target population.The Researcher will use systematic

random sampling of 10 people from a population of 50 students from each day secondary school.

The researcher will then pick a random number, 4, as the starting number. The sampling interval

is calculated by dividing the population size by the sample size. This is arrived at by 50/10= 5.

The study will be conducted using questionnaires which will contain a series of questions which

will guide the researcher to get the required information from the respondents. The coded data

will be edited, organized, classified and presented using percentage indices. This will help in the

proper organization and interpretation of data in tables and graphs.

ABSTRACT......................................................................................................................................................... II

CHAPTER ONE................................................................................................................................................. 5

2
 1.0 INTRODUCTION..................................................................................................................................... 5
1.1 BACKGROUND OF THE PROBLEM.......................................................................................................... 2
1.2 STATEMENT OF THE PROBLEM............................................................................................................6
1.3 PURPOSE OF THE STUDY.......................................................................................................................7
1.4 OBJECTIVES OF THE STUDY.................................................................................................................7
1.6 SIGNIFICANCE OF THE STUDY.............................................................................................................8
1.7 DELIMITATION OF THE STUDY............................................................................................................ 9
1.8 THEORETICAL FRAMEWORK............................................................................................................. 10
1.9 CONCEPTUAL FRAMEWORK.............................................................................................................. 11

CHAPTER TWO.............................................................................................................................................. 13

LITERATURE REVIEW..................................................................................................................................13

2.1 TEACHER EXPERIENCE...........................................................................................................................................13

2.2 LEARNING ENVIRONMENT................................................................................................................................... 15
2.3 TEACHER WORKLOAD................................................................................................................................................ 16
2.4 TEACHING /LEARNING RESOURCES.......................................................................................................................... 16

CHAPTER THREE..................................................................................................................................................18

RESEARCH DESIGN AND METHODOLOGY............................................................................................................ 18

3.0 INTRODUCTION..........................................................................................................................................18
3.1 RESEARCH DESIGN..................................................................................................................................... 18
3.2 TARGET POPULATION.................................................................................................................................19
3.3 SAMPLE DESIGN AND SAMPLING PROCEDURES........................................................................................ 19
3.4 DESCRIPTION OF RESEARCH INSTRUMENTS.............................................................................................. 20
3.5.0 STUDENT QUESTIONNAIRES.............................................................................................................. 21
3.5.1 TEACHER QUESTIONNAIRES...................................................................................................................21
3.6 RELIABILITY AND VALIDITY OF THE RESEARCH INSTRUMENTS.................................................................. 21
3.7 DESCRIPTION OF DATA COLLECTION PROCEDURES................................................................................... 22
3.8 DESCRIPTION OF DATA ANALYSIS PROCEDURES.........................................................................................22
3.9 ETHICAL ISSUES.......................................................................................................................................... 23

APPENDIX I......................................................................................................................................................... 24

STUDENT QUESTIONNAIRE................................................................................................................................. 24

APPENDIX II........................................................................................................................................................ 26

TEACHER’S QUESTIONNAIRE............................................................................................................................... 26

KENNETH KITHINJI NYAGA................................................................................................................................................ 28

3
4
ABBREVIATIONS AND ACRONYMS

WAEC - West African Examination Council

NMC - National Mathematics Centre

TIMSS - Trends in International Mathematics and Science Study

IJM - International Journal of Mathematics

IJE - International Journal of Education

SMASSE – Strengthening Mathematics and Sciences in Secondary Education

INSET - In Service Training for Teachers

KICD – Kenya Institute in Curriculum Development

MOEST – Ministry of Education, Science and Technology

KCSE – Kenya Certificate of Secondary Education

BOM - Board of Management

PISA - Programme for International Student Assessment

NCES - National Center for Education Statistics

USA - United States of America

DEO - District Education Officer

5
CHAPTER ONE
1.0 INTRODUCTION

This chapter highlights the background of the problem, statement of the problem,

research questions, and significance of the study, delimitations and limitations of the

study, conceptual framework and operational definition of terms. Each of these stages

will help in strongly grounding the research and give it direction.

1.1 BACKGROUND OF THE PROBLEM

When it comes to our students’ performance in mathematics, there is a cause of concern.

According, to the results of the 2009 Programme for International Student Assessment

(PISA), American students were ranked dismally 25 out of 35 countries. (National Center

for Educational Statistics, 2009).

Poor mathematics performance suggests an alarming outlook for our country’s

competiveness in the international arena. In response to the 2009 NCES report,

educational secretary Arne Duncan said, “We are lagging behind the rest of the world,

and we are lagging in it in pretty substantial ways. I think we have become complacent.

We have sort of lost our way”. (Holland, 2009).

It has also been demonstrated by various scholars that American students struggle with

Mathematics. Marilyn Burns, a highly respected mathematics educator, has argued that

two – thirds of American parents have a deep phobia of Mathematics (Burns, 1998).

(Butterworth, 2006) observes, there is some evidence that certain basic mathematical

abilities (like approximation) are inborn, there is also overwhelming evidence that

mathematical ability is no more innate than literacy. They conclude that, viewing

2
mathematics as a skill that is learned through intensive and distributed practice will go a

long way in improving our students’ performance.

The Trends in International Mathematics and Science Study (TIMSS) is the first global

assessment of mathematics and science to provide data about trends over time, measuring

achievement in these subjects every four years at the fourth and eighth grades since 1995.

TIMSS is based at Boston College, USA.

"TIMSS is designed to measure trends in achievement and to show growth or decline

over time," (Hans Wagemaker, IJM). "As a result, many countries and benchmarking

participants have comparable data from previous assessments that allow them to monitor

system-level trends in a global context."

Since 1995, 12 countries (in Europe and Asia) have raised their average mathematics

achievement at the fourth grade level; eight have done so in science; and 10 have

increased their reading achievement. At the eighth grade level, nine countries had

increases in mathematics achievement, and 11 countries had increases in science (IJM).

"For the most part, students around the world are very positive about learning

mathematics, science, and reading," this is according to (Mullis 1995, IJM). "However, in

an environment where countries are trying to attract students into future mathematics and

science-related careers, it is a matter of some concern that, by the eighth grade, there is an

erosion of positive attitudes towards mathematics learning and instruction."

Despite the laudable efforts at developing an acceptable General Mathematical

curriculum, students’ performance in the subject appears to be declining over the years.

3
To alleviate the situation in 1989, the National Mathematics Centre was established

(NMC, 1989 Nigeria).

Adeniyi (1988) rightly observes that one’s involvement in the marking of mathematics

for the West African Examination Council (WAEC) is enough to get anyone sorrowful at

the state of Mathematics in Nigeria secondary schools. Some candidates submit

their answer scripts without writing anything in them. Some candidates merely recopy the

questions, while a high percentage of those who try to write anything at all score below

40.6%.

The question that readily comes to mind is: What are the factors responsible for students’

poor performance in mathematics in secondary school examination? This proposal will

therefore take a look at the factors responsible for these failures, the effects, the effects on

the student and future of our society, the attendant problems and proper means of

changing the trend of students’ poor performance in mathematics.

There are two major factors that affected performance of mathematics in secondary

schools in Nairobi county, formerly Nairobi province, this according to IJE publication

by B Nyingi Githua and J Gowland Mwangi.

The first identified to have a direct influence related to teaching strategies, content

knowledge, motivation, laboratory use, and non-completion of the syllabus in a year. The

second factor, associated with indirect influences, was attributed to the role played by

parents in their children's education, and general language usage together with its

understanding in the two subjects. Recommendations as well as suggestions for further

research aimed at addressing the identified factors are advanced.

4
The role of secondary education and that of mathematics and sciences in industrial and

technological development of a nation need no emphasis. For instance, the Government

of Kenya planned to have the country industrialized by the year 2020 and so needed to

upgrade the capability of the Kenyan youth in mathematics and science through INSET

for teachers as evident (Republic of Kenya, 1982) and the 1994 – 1996 Development

plans. The SMASSE initiative is based on a need for effective classroom practices,

existing policy indications and demands by critical stakeholders in education

In Kenya, KICD has grouped mathematics in secondary schools as core subjects, where

students must take it. More so for a secondary school student to qualify for any course in

an institution of higher learning he/she must have passed in mathematics and other core

science subjects. This means there is the need of encouraging students to perform better

in mathematics. MOEST should come up with the proper policies that will help address

problem facing the day secondary school students.

Mathematics and other science subjects help students to think logically and help in

solving our day today problems. Mathematics and science oriented subjects will also

students to be self reliant in life. Global change and other technological developments

therefore challenge students to be more alert. It’s for this reason that mathematics and

other science related subjects are said to be more important. Mathematics have played a

key role as far as performance is concerned and especially at KCSE exam where most of

the students obtain very low grades. The performance of mathematics in Embu east sub

county has been dismal for the past years. It is for this regard that the researcher realized

the need for investigation to find a solution to this perennial problem.

5
1.2 STATEMENT OF THE PROBLEM
Mathematics is one of the core subjects in Kenyan secondary school curriculum;

therefore it is a mandatory subject for all students taking secondary school education.

“The poor performance of the mathematics subject at KCSE level is worrying even if

various interventions are underway”, said Prof. Kaimenyi, Cabinet Secretary of

Education during his release of KCSE results of the year 2013 (Cabinet secretary speech,

February, 2013). He reiterated that Kenya’s vision 2030 is anchored on the sound

performance in mathematics and science subjects to aid students in innovations to solve

our day today problems.

According to SMASSE, mathematics has been performed poorly despite greater effort

and investment by the government of Kenya. Poor performance has contributed to poor

or low enrollment of students in engineering, health sciences and applied sciences

subjects that require excellent performance in mathematics. The research will focus on

the causes of poor performance of mathematics in day secondary schools. Through this

research it will help in improving performance in mathematics through MOEST policies

and other education stakeholders to improve the curriculum to give away for better

teaching methodology and approach.

1.3 PURPOSE OF THE STUDY

The purpose of the study is to investigate the factors contributing to poor performance of

mathematics in day secondary schools in Embu east subcounty in Embu county .

1.4 OBJECTIVES OF THE STUDY

The study is designed to research on the poor performance of mathematics in KCSE. The

following objectives have been selected to guide the study:

6
 1. To find out the challenges affecting students’ performance in mathematics.

2. To find out whether there is any relationship between teacher attitudes towards

mathematics and students achievement.

3. To find out the relationship between available mathematics teaching resources and

students performance in mathematics.

4. To make recommendations for the improvement of teaching of mathematics in

secondary schools.

1.5 RESEARCH QUESTIONS

The study will be guided by the following research questions:

1. What is the attitude of day secondary school teachers in Embu east sub county

towards mathematics?

2. What is the relationship between the attitudes towards mathematics and day

School students achievements in Embu East Sub County?

3. What is the relationship between mathematics teaching resources and day school

students’ performance in mathematics in Embu East sub county?

4. What are the recommendations for the improvement of teaching of mathematics

in day secondary schools in Embu East Sub County?

7
1.6 SIGNIFICANCE OF THE STUDY
What has necessitated this investigation is to find out the causes of poor performance in

mathematics among students in day secondary schools to add a new body of knowledge

to the already existing one. This is through the following:

1. To help in identifying the cause of poor performance in mathematics for the

necessary measures to be adopted.

2. To investigate the factors that influence the performance of mathematics in day

secondary schools sampled that will provide information to teachers and students

to know their strengths and weaknesses for an intention of improving the

performance.

3. The study will provide information to parents and guardians so that they could

know their role in prompting the performance of mathematics subject.

1.7 DELIMITATION OF THE STUDY

The sample size of this study is limited to Embu east sub County in Embu County; hence

the conclusion that will be made will not fully provide a true picture of other secondary

schools in other parts of the country.

The sample size is also very limited to a small number of students due to limited budget

and finance constraints and time allocated to carrying out the study

8
1.8 THEORETICAL FRAMEWORK
This study will employ the expectancy theory. This theory is a model of behavioral

choice, that is, as an explanation of why individuals choose the behavior option over

others. The founder of this theory is Victor Vroom of Yale school of management (1964).

This theory proposes that a person will decide to behave the way he/ she behaves. The

motivation of the behavior selection is determined by the desirability of the outcome.

This theory states that student/ learner’s motivation is an outcome of how much a student

wants a reward (valence) the assessment that the effort will lead to a performance

(expectancy) and belief that performance will lead to reward (instrumentality). The
9
 theory emphasizes the need for schools to relate rewards directly to performance and

ensure that the reward will greatly impact to the students.

Motivation is a product of the individual’s expectancy that a certain effort will lead to the

intended performance, the instrumentality to achieving a certain result and the desire of

this result for the individual known as valence...

In this study the expectancy theory will hold that remuneration influences the motivation

of teachers in school; basic salary, health schemes, grade awards and promotions can

influence more training of more effective teaching and hence good performance in

mathematics subject. This theory can also be used to influence students to do well in

mathematics subject if they are rewarded with tokens like public recognitions e.g. by

giving certificate of appreciation, educational trips and field works.

1.9 CONCEPTUAL FRAMEWORK

The independent values in this study are: teachers’ workload, teacher’s qualification,

availability of learning resources and learning atmosphere. Dependent variables are

performance in mathematics subjects.

10
11
12
CHAPTER TWO

LITERATURE REVIEW

2.1 Teacher experience

Teacher experience has to do with the increased awareness of diversifying search for new ideas, new

commitments and new challenges. Teachers’ experience and knowledge of subject matter are unique

qualities for teaching effectiveness. According to Rice (2010) the magnitude of the effect of

teacher experience varies depending on the teacher’s level of education and the subject area. He further

opined that experience gained over time, enhances the knowledge, skills, and productivity of workers.

These qualities facilitate students’ skills and abilities to think about chemistry processes useful for

exploration and analysis, and also enable thorough understanding of chemistry concepts. Experienced

teachers are great asset to novice teachers who need advice, encouragement and continuous guidance.

Okey (2012) stated that experience is directly related to teachers’ ability to plan lessons, address

divergent student responses, reflect on their teaching effectiveness and their ability to stimulate

student inquiry. Akinyele (2001) and Commey-Ras (2003) commented that experience improves

teaching skills while students learn better at the hand of teachers who have taught them continuously over

a period of years. Senechal (2010) found that teacher experience has a significant positive effect on

student achievement, with more than half of the gains occurring during the teacher’s first few years, but

substantial gains occurring over subsequent years; albeit, at a slower rate. Furthermore, teachers with long

years of experience are confident that even the most difficult student can be reached if they exert

extra effort; while teachers without experience feel a sense of helplessness when it comes to dealing

with unmotivated students (Gibson & Dembo, 1987). With adequate pedagogical exposure, the

teacher exhibits cordial relationships with students and participation in class increases. Domike (2002)

outlined phase experiences in the teaching career. He opined that experiences in the teaching profession

13
have to do with factors such as exploration, stabilization, experimentation and diversification. These

phases are outlined as shown;

Phase 1: Career exploration phase which is starting out, (1-5 years) is a period of survival, discovery and

enthusiasm. Teachers take up responsibilities during this phase with uncertainties and complexities

of the environment. At the fourth year of the teacher’s profession, stability plays a great role to

characterize the teacher’s response to commitment. With unattractive incentives, the teacher is

interested in enhancing his educational attainment for greener pastures. Pedagogical mastery is

identified and pursued with vigour and greater flexibility applied. Between 1-10 years, beginning

teachers were found to have pitfalls in their application of instructional methods and in group dynamics.

Between the 15-25 years of teaching, in mid-career years, teachers draw a balance sheet of their career

lives and examine the possibility or unlikelihood of changing careers. At this stage, teachers are more

critical, direct and dominance prevails. After the phase of uncertainty, from 26-33 years of professional

experience, some teachers achieve serenity and greater confidence to invest in teaching.

Maduabum (2007) posited that newer teachers may be excited about new discoveries, but teachers with

more experience can distinguish valuable ideas from passing facts; though, there may be exceptions.

Experience brings humility, good judgment and ability to see the larger story. Experience and immersion

in the subject affect teaching in diverse ways. It grows knowledge repertoire, improves utilization of

more materials and ideas in profound ways. Experienced teachers are good assets to novice teachers

who need encouragement, advice and guidance.

It is expected therefore, that chemistry teachers at all levels of education should possess pre-requisite

Qualification and experience before delving into the teaching of chemistry. Having these standards as

benchmark ratings for teaching makes it necessary to examine the influence of teacher

qualification and experience as determinants of quality mathematics education ; hence, the focal interest

of this study.

14
2.2 Learning Environment.

A number of studies have attempted to explore the links between the learning environment of the pupils

and their performance (Wolff 2002). There are also a number of national qualitative research case

studies including those conducted by Price Water House Coopers (2000) for the Department for

Education and Skills, United Kingdom; the Ministry of Education, New Zealand (2004); and some

related examples in Architecture of Schools (Dudeck 2000), that relate to pupil learning achievements

and the influencing factors like the teaching methods and school resources.

A study on the UK National Curriculum and its implications for space and place has been evaluated

(Dudek 2000). This study explored strategies for reading development, ranging from whole-class groups

focusing on a white board, through to smaller groups reading to each other, to one-on-one sessions, either

in the classroom or in a separate reading room. It recommended reading niches off the main classroom to

enable better concentration and audibility. A concession was noted in this study that space standards are

40 percent greater than the norm for this type of facility. The study noted that teachers are uniquely

equipped to throw enlightenment on the particular social and physical context of their classroom

spaces.

2.3 Teacher Workload.

According to World Bank report (2007), in most developing countries, not enough Mathematics teachers

are being produced by Universities and Colleges. Therefore, College and Universities graduates are being

encouraged to pursue these courses purposely to fill the gap. Recent visits to schools by personnel from

Ministry of Education

Science and Technology in Kenya revealed that most teachers do not have the expertise in their subjects.

One of the consequences of this is that students fail examinations and fewer of them pursue mathematics

15
courses at tertiary level leading to an even greater shortage of Mathematics teachers. The other

consequence is low teachers to student ratio especially in most of the public schools. The few teachers on

the government payroll are poorly remunerated as a result most of them take up part time employment or

private business enterprise in order to make ends meet, in whichever way one views it , this factors lead to

a great amounts of workload to the teacher and to dismal performance in class. Therefore it’s with no

doubt very important to investigate it.

2.4 Teaching /learning resources.

The legacy of colonial education and political economy of post independence Kenya have led to an

education that favors the most advantaged students. Students in most public schools are disadvantaged in

that the classes are overcrowded and they do not have adequate learning facilities. Consequently, they do

not get individual attention from their teachers. In some instances, they lack adequate textbooks and

laboratory equipments. As a result, the students may lose hope in performing well in academic work. This

is in sharp contrast to private schools where the numbers of students are few as there are adequate

facilities and the teachers are willing to go an extra mile to ensure that the students perform well in

examination. In regard to this, the government in conjunction with World Bank, International Monetary

Fund, together with Japanese government has initiated several approaches namely Mathematics and

Sciences in Secondary Education (SMASSE) and Constituency Development Fund (CDF) among others.

SMASSE project is tasked with the provision of teaching/learning materials in mathematics and Science

by improvisation where necessary besides in-servicing secondary school teachers in the country.

Similarly, CDF allocate infrastructural funds to school. The funds are used to purchase teaching/learning

materials such as stationeries, laboratories and equipments, teaching aids such as models, blackboard ruler

and protractor, construction of classrooms and so on. If these two projects are well managed,

teaching/learning materials will be adequately provided to learning institutions. Yadar (2007) opines that

16
no course in Science and Mathematics can be considered as complete without including some practical

work. The practical work ought to be carried out by individuals either in Science laboratories or in

classes. At school level, practical work is even more important because of the fact that we learn by doing.

Scientific practices and applications are thus rendered more meaningful. It is an established truth that an

object handled impresses itself more firmly on the mind than the object merely seen from a distance or in

an illustration. Thus practical work forms an important feature in any Science and Mathematics Course

(UNESCO, 2008).

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.0 INTRODUCTION
The chapter describes the design and methodology that the researcher will use in order to

collect the data samples for the study. It comprises of research design, target population,

description of sample and sampling of procedures, description of data collection and

analysis procedures, validity and reliability of the data and ethical issues related to the

collected data.

3.1 RESEARCH DESIGN

A research design encompasses the method and procedures employed to conduct

scientific research. According to Burns and Groove (2003:195) defines research design as

17
 a “blueprint for conducting a study with maximum control over factors that may interfere

with validity of sample data”.

“It is the conceptual structure within which research is conducted. It constitutes the blue

print for the collection, measurement, and analysis of data” Kothari, 2003.

The researcher will interpret research in general but not related to a specific problem

within mathematics subject in education. The researcher will use descriptive research

because it suits the situation and timeframe for the study to be conducted. Determination

and reporting things in their reality is the major significance of using this design. This

design attempts to describe such variables as possible characteristics, behaviour, values

and attitudes. Observation research will suit the situation as the researcher will be part of

the situation. “Observation will be made when teaching is going on”, (Collins 2001).

3.2 TARGET POPULATION

This refers to the individuals or people from whom data is going to be collected from..

Four secondary schools will be chosen as a sample. Target population will be was made

up of 200 students all form three and form four students. Subject teachers will be

included in addition to the target population.

3.3 SAMPLE DESIGN AND SAMPLING PROCEDURES

Only four schools will be selected, as a sample of the target schools.

Most of these day schools draw there student population from the immediate primary

schools and neighborhood.

The Researcher will use a systematic random sampling of 10 students from a population

of 50 students, i.e. form three and form four students in each of 4 secondary schools

18
 targeted. The researcher will then assign each student a number from 1 to 50. The

researcher will then pick a random number, 4, as the starting number. The sampling

interval is calculated by dividing the population size by the sample size i.e. Sample

Interval = Population size/ Sample size. The researcher will then select every fifth

person for the sample. This is arrived at by 50/10= 5. The final sample would contain

those individuals who were assigned the following numbers: 4, 14, 24, 34 and 44.

3.4 DESCRIPTION OF RESEARCH INSTRUMENTS

The study will be conducted using the questionnaires which will be prepared by the

researcher and they will contain a series of questionnaires which will guide me to get the

required information from the respondents. Questionnaire is a research instrument

consisting of a series of questions and other prompts for the purpose of gathering

information from respondents.

The research study will utilize observation as another method of collecting data. The

researcher has developed the instruments to be used and only the appropriate ones will be

used to each group i.e. The questionnaires are designed to fit each sample group i.e.

teachers and students.

The researcher will also use observation as an instrument to collect data; that means

observing students’ behaviour during mathematics lesson comparing with other subjects

i.e. sciences, humanities etc.

19
3.5.0 STUDENT QUESTIONNAIRES
The questions in this questionnaire will be seeking to get information from the students

on the attitude of students towards mathematics teachers and the subjects. They also

sought to investigate the form of exams which were being administered and time

allocated to mathematics subject.

3.5.1 TEACHER QUESTIONNAIRES

The questionnaire will seek to know the mathematics teachers’ workload, resources used

by the mathematics subject teachers’.

3.6 RELIABILITY AND VALIDITY OF THE RESEARCH INSTRUMENTS

Reliability of instruments is usually expressed as a correlation co-efficient that measures

the strength of association between variables. Such co-efficient varies between

(- 1.00 and +1.00) whereby if the co – efficient is (0.00) shows there is no reliability. The

co – efficient will assist the researcher to know the extent to which an instrument is free

from error. Variance which is caused by factors such as vague questions, respondents’

mood and language.

20
 Reliability will be tested using test – retest technique. Thus, the same instruments will be

administered twice to the same individuals.

3.7 DESCRIPTION OF DATA COLLECTION PROCEDURES

The researcher will provide a letter showing the title of the proposal, student’s name,

admission number and the lecturer supervisor. The researcher will then have to seek

permission from the principal, if the researcher is given a go ahead he will then

administer the questionnaires. The students and teachers will be given an ample time to

fill the questionnaires. The researcher will then collect the filled questionnaires and make

the necessary observations and record them in an appropriate schedule.

Principals of the schools will be required to answer their questionnaires for

administration information.

3.8 DESCRIPTION OF DATA ANALYSIS PROCEDURES

The instruments and procedures will generate both quantitative and qualitative data.

Quantitative data that will be received from the respondents and also close ended

questions contained in the questionnaire will be coded in the computer by use of simple

data analysis tools using spreadsheet software. The coded data will be edited, organized,

classified and presented using percentage indices. This helped in the proper organization

and interpretation of data in tables and graphs.

21
 The findings of the research will be presented in frequency distributions charts to

determine respondents’ perception on the poor performance of mathematics.

3.9 ETHICAL ISSUES

The participants will be informed of what the study entails and make the decision and

discretion on whether to participate? The researcher will introduce the study and assure

the participants of their confidentiality of the information that they will provide.

22
APPENDIX I

STUDENT QUESTIONNAIRE
Dear student,

Am a student from Chuka University carrying out a research on the factors contributing

to poor performance of mathematics subjects in day secondary Schools in Embu East sub

county. Therefore I would kindly request you to help me to collect data to help

investigate the above stated issue answer by giving an honest answer as possible and by

ticking one of the options.

SECTION A: PERSONAL INFORMATION

1. Your name (Optional)………………………………………………………..

2. Name of your school……………………………………………..

3. Which class are you………………………………………………

4. How old are you (years)…………………………………………..

5. Gender

a. Male

b. Female

c. Others

23
SECTION B:

Tick where one of the option

6. Do you have enough teachers

a. Yes

b. No

7. How is the relationship between your mathematics teacher and students.

a. Good

b. Average

c. Poor

8. How do you find mathematics as a subject?

a. Very hard

b. Hard

c. Fair

9. How do you find mathematics teaching resources and facilities in school?

a. Adequate

b. Inadequate

c. Unavailable

10. How do you find the mathematics syllabus coverage?

a. Adequate

b. Inadequate

c. There is always a spill over

11. How is school learning atmosphere?

a. fair

b. Conducive

24
 c. Un-conducive

12. What do you think can be done to improve on the mathematics performance?

APPENDIX II

TEACHER’S QUESTIONNAIRE
Dear teacher,

Am a student from Chuka University carrying out a research on the factors contributing
to poor performance of mathematics subjects in day secondary Schools in Embu East sub
county .Therefore I would kindly request you to help me to collect data to help
investigate the above stated issue answer by giving an honest answer as possible and by
ticking one of the options.

INSTRUCTIONS

Answer all the questions in the spaces provided or tick where applicable

1. Your name (Optional)…………………………………………………

2. Name of your school…………………………………………………..

3. How many years have you taught in your current work station?

a. More than 10 years

b. More than 5 years

c. Less than 5 years

4. Which class are you teaching mathematics subject?

a. Form four

25
 b. Form three

c. Form two

5. What is your education qualification?

a. Degree holder

b. Diploma

c. Untrained

6. Which is your teaching experience?

a. More than 10 years

b. More than 5 years

c. Less than 5 years

7. What is your attitude towards teaching mathematics?

a. Enjoy teaching

b. It’s because there no option

c. Just to cover syllabus

8. How is your relationship with students you teach mathematics?

a. Good

b. Average

c. Poor

9. How do you find the mathematics teaching resources and facilities?

a. Adequate

b. Inadequate

c. poor

26
10. Which methodology of teaching mathematics do you apply?

a. Teacher-centered

b. Student-centered

c. Use of demonstrations

APPENDIX V

INTRODUCTION LETTER

Kenneth Kithinji Nyaga

P. O. Box 16574-00100,

Nairobi.

Dear respondent,

Am a student from Chuka University carrying out a research on the factors contributing

to poor performance of mathematics subjects in day secondary Schools in Embu East sub

county

The success of the research will depend on your assistance and co-operation. I hereby

request you to respond to your questionnaire with honesty as possible and to the best of

your ability.

The questionnaire is designed for the purpose of academic purposes only. The

information you give will be treated with confidentiality and only used for the purpose of

this study.

27
 Yours faithfully,

Kenneth Kithinji Nyaga

28