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The purpose of this study was to examine the factors contributing to poor performance of
mathematics in Igunga District Community Secondary Schools. The objectives of the study
were: to find out the trend in performance of Mathematics in community secondary schools, to
find out the school-based factors that influence student performance in Mathematics in
community secondary schools, and to find out the strategies to put in place to improve the poor
performance in Mathematics in community secondary schools. The study adopted a descriptive
survey design. Data was collected using Questionnaires, Classroom observation, and
Documentary review. The instruments validity and the reliability were improved by a pilot study;
the reliability coefficient of 0.75 was obtained. The Head of community Secondary Schools,
mathematics teachers and students were drawn in as population for the study. These were
administered on a sample of 5 Head of schools, 10 mathematics teachers, and 175 students
respectively selected from five community secondary schools in Igunga District. Quantitative
data collected were coded and analyzed using the Statistical Package for Social Science (SPSS)
version 20.0. Secondly, the qualitative data obtained were analyzed by considering major themes
to extract relevant information. Ethical considerations were observed during all stages of the
study. Findings indicated that the major problems associated with students’ poor performance in
mathematics in community secondary schools included; lack of qualified mathematics teachers,
large class sizes, teaching methods which are not student-centered, and shortage of teaching and
learning resources. All the sampled schools had mathematics teachers not more than 50% of the
school requirement. Large class size was reported by 80% of the respondents. With regard to
teaching methods, lecture method was superior to participatory methods by 80%. Above 75% of
the respondents reported that there was acute shortage of teaching and learning materials in
community secondary schools. Making improvement on these factors and sensitization of the
local community to remove practices which disallow student’s effective involvement in learning
mathematics could improve performance in the subject. The findings of the study may assist
educational administrators, planners and policy makers in making appropriate strategies to solve
the problem. This study also may help in the formulation of policies for the improvement of
mathematics performance in the country. The report also will remain as a reference for future
reforms, which will be helpful to local government administrators especially those working in
the education sector, Non-governmental organizations and the society as a whole in improving
students’ performance in mathematics particularly those of Igunga District community. Teachers
may directly benefit from the findings by improving their management and teaching techniques.
On the other hand, through this study, it is expected that students will acquire knowledge about
various factors influencing poor performance in mathematics which lead to personal
improvement hence better math performance in their examinations. Researchers may use the
study as a reference. It was recommended that the government, District council, Head of schools,
mathematics teachers and students should play their role to improve the performance in
mathematics. |
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