Determinant of Performance in Mathematics among Girls in Public Primary Schools in Isinya Sub-County, Kajiado County Kenya

Abstract

Mathematics is very important in various fields covering a wide range of academic activities undertaken by pupils in primary schools. It forms a solid foundation for future academic success. However, in Isinya Sub- County, it has been noted that girls have been attaining low scores in mathematics in Kenya Certificate of Primary Education over the years. The purpose of this study was to assess the factors influencing the performance in mathematics amongst girls. The study sought to determine the extent to which teacher factors, girl factors, and school factors influence girls' mathematics performance. The study was driven by the academic achievement theory and the dynamic theory of school variables. The study employed both quantitative and qualitative methodologies and the target population consisted of 33 head teachers, 80 mathematics teachers, and 325 seventh-grade girls, totaling 438 respondents, from whom a sample of 208 was drawn by use of Yamane's Formula. Questionnaires and interview guides were used as data collection instruments. The qualitative data was subjected to theme analysis and afterwards presented in a narrative format, aligning with the stated objectives. The quantitative data was subjected to descriptive analysis, employing measures such as frequencies, percentages, mean, and standard deviation. Additionally, inferential analysis was conducted using Statistical Packages for Social Science (SPSS Version 23). The research permit to collect the data was also being sought through an application at NACOSTI. The researcher later sought consent to collect data from the Kajiado County Research Board. The study established that teacher related factors such as experience, education, competency, organization all affect the performance of girls in mathematics subject, Girls showed negative attitude towards mathematics which has not improved mathematics’ performance, peer pressure is detrimental to girl’s math’s achievement because clever girls were indirectly demotivated and absorbed in popular misinformed cliques. This implied that girls might consciously hide or distort their math’s performance capabilities (potential) or results to fit-in their friends’ opinions. Most of the schools in Isinya Sub County had no conducive facilities to enhance performance of girls in mathematics, some schools in Isinya Sub County were understaffed, most school lacked teaching aids, and some of the school did not have basis infrastructure facilities such as quality classrooms or sufficient water source. This study concludes that teacher related factors, school factors and girls’ factors affects the performance in mathematics amongst girls in Isinya Sub-County. In order to enhance the academic achievement of female students in mathematic subject, the following measures needed to be developed and effected. The study recommended that there is need to improvise measures that enhance teacher capacity for teaching efficiency, the government, school management and other stake holders such as parents and advocacy organization needs to come up with multidimensional approach measures that would work towards transforming girls identity and value and that there was need for multiple efforts from government, school administration and parents to provide necessary resources that enhance quality learning and good environment for girls to excel in mathematic