| dc.description.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 | en_US |
