Investigation of factors that influence syllabus coverage in secondary school mathematics in Kenya
Abstract
Mathematics plays a vital role in individual, national and global development. However, over the years
mathematics has been one of the most poorly performed subjects in the Kenya Certificate of Secondary Education
Examinations (KCSE). In an attempt to improve performance, great effort has been put into completion of the
syllabus. This study was done in Kakamega South district, involving a total of 85 secondary schools. The main
objective was to determine the percentage of the syllabus covered, and correlate it with student performance. 16
out of 85 schools were purposively selected and used in the study. The head teacher, the head of mathematics
department, and two randomly selected mathematics teachers from each of the 16 schools took part in the study.
In total there were 64 respondents. A descriptive survey design was adopted for the study, and data collected
using three questionnaires. Correlation between syllabus coverage and student performance using Pearson’s
Product Moment Correlation Coefficient (PPMCC) was 0.8343. Furthermore, a One Way Analysis of Variance
(ANOVA) was determined and confirmed that syllabus coverage has a significant effect on student performance in
mathematics at KCSE level. Also, a number of factors were identified as being responsible for early, late or noncoverage of the coverage.
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