Browsing by Author "Amadalo, Maurice Musasia"

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    Effectiveness of Teaching Preparations on Mathematics Achievements: A case of Kenya
    (Problems of education in the 21st century, 2011-12-30) Amadalo, Maurice Musasia; Wekesa, Duncan Wasike; Wambua, Joseph Mulei
    Despite playing a central role in peoples’ daily life, the average Kenyan secondary school students’ mathematics score in national examinations has consistently averaged below 40%. The contribution of teachers’ lesson preparations and subsequent delivery leading to this poor result has not been investigated sufficiently in Kenyan secondary schools. This is especially so for topics deemed to be difficult. The present study investigated the effect of teacher preparations when teaching the topic “Vectors” to form three secondary school students. The instructional plans impact on achievement as well as on skills performance in Mathematics formed the objectives of the study. The Solomon- four experimental design was adopted. Professionally drawn Instructional Plans provided the treatment. Students’ achievement was determined using a Mathematics Achievement Test, MAT. The study determined that the use of the instructional plans improved students’ achievement and skill performance compared to the control group. Consequently use of instructional plans when teaching mathematics was recommended for improved students’ achievement. Emphasis on students’ stepwise skill performance rather than insistence on acquisition of correct answers during problem solution in mathematics was recommended
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    Investigation of Factors That Influence Syllabus Coverage in Secondary School Mathematics in Kenya
    (International Journal of Humanities and Social Science, 2012-08) Amadalo, Maurice Musasia; Shikuku, Beatrice Nakhanu; Wekesa, Duncan Wasike
    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 non coverage of the coverage