ABSTRACT
According to KNEC reports (2015, 2016), performance of girls in Mathematics in secondary schools in Kenya is still generally low indicating that 38% of girls attained below grade D in Mathematics. Table 1.1 indicate that only 20.71 % of the girls who sat the exam passed in 2016 while Table 1.2 indicate that the girls attained a mean of 9.17 which was below the overall mean of 9.93.The low performance has been reported to be caused partially by their negative attitude towards Mathematics.The study aimed at considering the factors that influence the perceptions and attitudes that have been reported to impact on the performance of girls in Mathematics in Westlands District of Nairobi County, Kenya. The objectives of the study were to establish the extent to which the perceptions and attitudes are influenced by Mathematics assessed curriculum, the school factors, home environment and gender related factors. The target population was twenty three (23) schools out of which ten (10) sample schools were selected randomly from the District. This research employed descriptive survey method. Data was collected using three instruments: Questionnaires,interview schedule and document analysis.The questionnaires were administered to the Mathematics teachers of the sampled schools and to the students in the selected schools to collect data on the perfomance.The District Education Officer was interviewed to give information on Mathematics performance in the Disrict while the documents from the DEOs office gave data on the performace of Mathematics in the District per school. The collected data was analyzed and the findings presented in tables and charts.The recomendation of the study was to improve the performance of the Mathematics among the students, there is a need for an attitudinal change from all the stakeholders. Other measures such as use of motivational talks, motivation and reward, exposure to contests and symposia, allocation of more time on the subject as well as stregnthening the relationship between the teachers and students should be pursued.
CHAPTER ONE INTRODUCTION
Preamble
Studies show that girls spend more time doing Mathematics sums, yet they still perform poorly in the national examinations (Machin and Pekkarinen, (2008). This study was aimed at considering the factors that influence the performance of girls in Mathematics. This chapter discusses the background of the study, statement of the problem, research questions, research objectives, and significance of the study, limitations of the study, scope of the study, assumptions of the study, theoretical framework, conceptual framework and operational definitions of terms.
Background of the research
Mathematics is a way of life since it enables us to organize experiences and use them in life. Mathematics education is important since it helps to prepare the student to live a life useful to him or her and the society. It is also a way of communication by use of symbols, numbers and operations. All of us in daily life encounter such communication. Therefore, it is important that students learn and understand how to prepare these numbers and symbols (Kane and Mertz, 2012).
Similarly, Mathematics is widely regarded as one of the important subjects for entry into various careers and further training. This is because it shapes the mind and prepares student for pure and social sciences. The students are taught to think logically, creatively and independently. For this reason, it is important that all students have the opportunity and support necessary to learn Mathematics in depth and with understanding (Kane and Mertz, (2012).
The Kenya educational system present orientation is towards Science and Technical education. It is meant to prepare graduates of every education level to have practical knowledge (Mackay (1981). To achieve this objective, the government introduced the 8-4-4 education system in 1985 which refers to eight years of primary school, four years of secondary and four years of university education. The aim of 8-4-4 was to promote science, technical and vocational education at all levels of the Kenyan education system. The Presidential Working Party on second university in Kenya (1981) known as Mackay Commission noted that 8-4-4 approach would ensure that students graduating at every level of education would have some scientific and practical knowledge that can be utilized for self-employment, salaried employment or further education. To fully participate in this programme, Mathematics remained a compulsory subject at secondary school level. Thus Mathematics enjoys special status in the school being one of the core subjects in the curricula. Indeed, it is a fact that more lessons of Mathematics are taught in schools than those of science subjects.
The National Committee on Education and Policies (NCEOP, 1976) reported that in Kenya, the majority of educated women have tended to go into nursing, secretarial and teaching careers. The Committee recommended that this restrictive trend needed to be evaluated and the desirability of encouraging women to go into careers be determined (NCEOP, (1976). This position was supported by Eshiwani, (1986) when he noted that the world is constantly being shaped by the changes that are taking place in technology and women cannot be left behind in this technological advancement because of their poor participation and achievement in Science and Mathematics.
In another study, Orodho (1990) noted that underrepresentation of girls in Science and Technology occupations still continues to be a cause of concern to most researchers, educators and the general public. The under representation of girls in Science and Technology arises because a majority of the girls do not meet the set criteria of performance in Mathematics at the secondary school level.
The FEMSA (Female Education in Mathematics and Science in Africa) project was started in 1996 in twelve (12) African countries. Its goal was to improve the participation of girls in Science, Mathematics and Technology subjects at Primary and Secondary school levels. Despite concerted efforts among teachers, administrators, curriculum developers, educators, Mathematicians and policy makers to enhance performance in Mathematics among secondary schools student, it is still poor.
In today’s world where Science and Technology play a vital role in the lives of all people, the performance of girls in Mathematics needs to be addressed. It has been noted that in areas that contribute to National Development such as Agriculture, Environment and nurturing children, women play a key role. The poor performance of girls in Mathematics has several implications for the education and economic well-being of women.
One area that has been given priority since independence is economic development. The government has recognized that economic development can be achieved faster through the development of Science and Technology. The development of human resources with skills and knowledge in Science and Technology has, therefore, been emphasized for the education system. Cockcroft
(1982) pointed that Mathematics was an indispensable subject in a normal life. The foundation stone of Science and Technology education is strong background knowledge of Mathematics. One reason for Africa’s under-development as cited by Kuku (1990) is its inadequate scientific and technological capacity.
According to SMASSE research report (1998), the main reasons for poor performance in Mathematics include teachers’ inappropriate teaching methods, instilling negative attitudes towards the subject and lack of resources. The teachers expect high performers to pass and low performers to fail and they show it openly.
There is a general feeling among students that Mathematics is a difficult subject. Kithaka (2003) has explained various reasons that have led to this feeling. Some of the reasons include: poor performance in National Examinations over the years, students considering Mathematics a waste of time and discouragement from parents, peers and even some teachers. Further, there is a lot of theoretical teaching in Mathematics, which has made the subject to appear abstract and difficult for students. In support of this general feeling, Sidhu (1982) asserts that most students hold Mathematics as a ‘dry’ subject.
