Mathematics is a very important component of human activities and survival. It is useful in science, technology, commerce, economics, and education. Research shows that the acquisition and development of basic mathematical concepts and skills during early years forms the foundation for future mathematics achievement. For many years the performance in mathematics at the Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) has been low as compared to other subjects. However, most of the studies done in Kenya have focused on the factors affecting mathematics performance such as the methods used by teachers to teach mathematics, availability of text books, teaching apparatus used, class size, and assessment practices and not on teacher self-efficacy. The present study therefore aimed is at investigating the level of lower primary school teachers‟ mathematics self-efficacy and how it is related to their pupils‟ mathematics achievement. The study also explored the relationship between teachers‟ mathematics self-efficacy and factors such as type of school, teachers‟ experience, and teachers‟ performance in mathematics and professional qualifications. The study was guided by the Social Cognitive Theory by Bandura (1977). The research design that was used in this study was correlation design. The dependent variable was pupils‟ achievement in mathematics, while the independent variables were teachers‟ mathematics self-efficacy, teachers‟ score in mathematics in KCSE examinations, teachers‟ professional qualifications, type of school, and teaching experience. The study was carried out in primary schools in Kericho Sub-County. The population for this study consisted of lower primary school teachers teaching in primary schools in Kericho Su-County and their lower primary school pupils. Stratified random sampling technique was used to select 40 lower primary school teachers from 156 primary schools in the District. A questionnaire and interview schedule was used to collect data. Pilot study was undertaken in four primary schools in the sub-county. Reliability of the instruments was tested using test-retest method. Data was collected in three stages namely administration of questionnaires, conducting of interviews and administration of mathematics achievement tests. Data was analyzed using descriptive and inferential statistics. Null hypotheses HO1 was tested using t-test for independent samples; while Null Hypotheses HO2, Ho3, and HO4 were tested using Pearson‟s Product Moment Correlation at .05 level of significance. The results showed that lower primary school teachers‟ mathematics self-efficacy was low (M=2.64). Results from t-test indicated that there was no significant difference in lower primary school teachers‟ mathematics self-efficacy between public and private schools (t=1.817, df=2, p>0.05) at
0.05 significant level. There was a correlation between lower primary school teachers‟ mathematics self-efficacy and pupils‟ performance in mathematics. Lastly, Pearson‟s Product Moment Correlation results indicated that there was a positive correlation between lower primary school teachers‟ mathematics self-efficacy and teachers‟ score in mathematics, teaching experience, and professional qualifications. It is recommended that there is need for concerted effort to enhance lower primary school teachers‟ mathematics self-efficacy to improve mathematics performance in Kericho Sub-County.
CHAPTER ONE INTRODUCTION AND CONTEXT OF THE STUDY
1.1 Introduction
This chapter presents introduction and context of the study which includes background of the study, statement of the problem, purpose of the study, objectives of the study, research hypotheses, and significance of the study, delimitations and limitations of the study, theoretical and conceptual frameworks, and operational definition of terms.
1.2 Background of the Study
Mathematics is a very important component of human activities and survival. It is useful in science, technology, commerce, economics, and education. Research shows that the acquisition and development of basic mathematical concepts and skills during early years forms the foundation for future mathematics achievement. A study done by the National Association for Education of Young Children (2002) affirmed that high quality, challenging and accessible mathematics education for three to six years old children is vital foundation for future mathematics learning. The association further reveals that mathematics help children make sense of their world outside of school and help them construct solid foundation for success in school. McKay (2002) argued that basic numeracy skills acquired in early years have an impact in many facets of life such as computer applications, space exploration, engineering, physics, economics, and commerce among others.
Kenya Institute of Education Syllabus for pre-primary schools (2008) points out that a young child should be introduced to basic mathematics concepts and skills such as classification, number counting, number recognition, number value, number writing, measurement, basic shape and basic computational skills such as addition, subtraction, multiplication and division. Engaging children with a variety of measurement concepts is a great beginning. For instance, children enjoy saying that they are bigger than their sisters or brothers. Young children will also think that they have more in their cup simply because their cup is taller. This type of language needs to be promoted and children need
teacher‟s guidance to help them clear the misconceptions of these concepts through experimentation.
In Kenya, despite the importance of mathematics in school curricula and its applicability in many fields, many students have not found their feet in mathematics as a result of their perennial failure in the subject. The performance of students in mathematics at the Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) has been low as compared to other compulsory subjects such as English and Kiswahili. According to Educational Network in Kenya (2011), mathematics is the most dreaded examination paper at KCSE examinations. In many schools, more than half of the students score grade “E” which represents total failure. The Education Network in Kenya (2011) further reveals that due to the poor results in mathematics; many students have developed a phobia for the subject to an extent that even when given simple examinations they fail.
