Table of Contents
DECLARATION ............................................................................................................... ii
APPROVAL ..................................................................................................................... iii
DEDI·CATION .................................................................................................................. iv
ACKN"OWLEDGEMENT ................................................................................................ v
LIST OF TABLES & FIGURES ................................•.....•..............................•....•.......•• ix
ABSTRACT······················································································································· X
CHAPTER 0 NE •...••••••...••..•...•••......•••.•..•••••....••••....•.......•••••..•.•••....•••••...•••••.••••••••...•.•••••. 1
1.0 INTRODUCTION .................................................................................................. 1
1.1 Background of the study ............................................................................................... 1
Statement of the problem .................................................................................................... 3
1.3 Objectives ofthe study .................................................................................................. 3
1.3 .1 General objective ....................................................................................................... 3
1.3.2 Specific objectives ..................................................................................................... 3
1.4 Research questions ........................................................................................................ 4
Significance ofthe study ..................................................................................................... 4
Scope of the study ............................................................................................................... 5
CHAPTER TW 0 .............................................................................................................. 6
LITERATURE REVIEW .•....•...•.•...•.•.......••..•...••.................................•.•..............•......... 6
Introduction ......................................................................................................................... 6
2.1 Role of teacher Examination Performance .............................................................. 6
2.5 Teachers, Motivation and Performance of Students in Mathematics ......................... 12
2.6 Teachers' Attitudes and performance of Students in Mathematics ............................ 13
CHAPTER TH'REE ........................................................................................................ 16
METHODOLOGY ......................................................................................................... 16
3.0 Introduction ................................................................................................................. 16
3.1 Research Design .......................................................................................................... 16
3.2 Study population ......................................................................................................... 16
Vl
3.3 Sample Frame work .................................................................................................... 17
3.3.1 Sample Size .............................................................................................................. 17
3.3.2 Sampling Technique ................................................................................................ 17
3.4 Methods ofData Collection ........................................................................................ 17
3.4.1. Questionnaires ......................................................................................................... 17
3.4.2 Interviews ................................................................................................................. 18
3.4.3 Documentary Analysis Method ............................................................................... 18
3.4.4 Sources of data ......................................................................................................... 18
3.5 Validity and Reliability of the Instruments ................................................................. 18
3.6 Data Collection Procedures ......................................................................................... 19
3. 7 Data Analysis .............................................................................................................. 19
CHAPTER FOUR ........................................................................................................... 21
DATA PRESENTATION AND ANALYSIS ................................................................ 21
4.1 Common Students Disciplinary Problems in Secondary Schools in Nyeri
Municipality Division ....................................................................................................... 22
4.5 Effective Disciplinary measure employed by teachers to manage student discipline
30
4.6Effective Disciplinary Measures employed by Hlteachers to manage students .......... 31
4.7Most effective disciplinary measure for specific discipline problem .......................... 33
4.9 Most effective disciplinary measures for specific students discipline problem ......... 37
According to the students .................................................................................................. 3 7
CHAPTER FIVE ............................................................................................................ 40
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................................ 40
INTRODUCTION ........................................................................................................... 40
5 .1.1 Common Discipline Problems in Secondary ........................................................... 40
5 .1. 2 Common disciplinary Measures for Management of students by Teachers and
H/teachers ......................................................................................................................... 42
5.1.3 Preferred disciplinary Measures .............................................................................. 42
5.1. 4 Effective disciplinary Measures .............................................................................. 43
vii
5.1.5 Most Efiective Disciplinary Measures employed by H/teachers and Teachers for
specific student discipline Problem .................................................................................. 43
RECOM1vffi1'IDATIONS .................................................................................................. 44
SUGGESTIONS FOR FURTHER RESEARCH ............................................................. 45
REFERENCES ................................................................................................................ 46
APPEND IX I •...•..........•.......••........•......••..•...........•..................................•.........•......••...•. 49
STUDENT'S QUESTIONNAIRE ....................•.........•.........•...............•...............•...•.... 49
APPENDIX 11 .................................................................................................................. 52
TEACHER'S QUESTIONNAIRE ......•...••.......•........................•..............•.............•..•... 52
APPEND IX III ................................................................................................................ 56
HEADTEACHER'S INTERVIEW SCHEDULE ••.•............•...........•........•.••....•.......•.. 56
ABSTRACT Education is a fundamental strategy for human resource development. Significant resources have been invested over the years by government and other stakeholders to expand and improve education at all levels (National Development Plan, 2002-2008). Kenyan Educational system has expanded significantly since independence. Secondary education has played a significant role in supplying man power needed for economic growth and development in Kenya by creating a class of educated leaders. Planners expect Secondary Schools and institutions of higher learning to produce the critically needed middle and higher level man power for enhancement of socio-economic development (Herbison and Myers, 1964). This explains why Kenya spends substantial amount of money in education. For instance in 2004/2005 financial year, the government's gross expenditure for the Ministry of Education was estimated to be Ksh. 86,123.14 Million representing an increase of 12.2% from Ksh. 76,724.78 Million for the previous Financial Year. Higher Education accounted for 12% of the total expenditure. Recurrent expenditure for higher education increased by 30.3% (Republic ofKenya, 2005). However, development cannot be achieved without addressing the issue of quality teaching.Abidha (1983) and Ochanda 91983) shows that the quality of the teacher determine the success of any educational system and the level of educational performance and achievement in examinations. Hence the "quality attributes of the teachers are of a X paramount importance in determining the quality of education in which intellectual developments of the child is based" (The National Committee on Educational Objectives and Policies-Republic of Kenya, 1976, 109). According to the Ministry of Education, Science & Technology (MOEST) report of the third teacher Education Conference in Njoro (1995), the takers performance heavily depends on a number of factors including educational training, attitude, academic background and the educational infrastructure of the Institution as well as staff development programmes that are in place at a give time. According to the data obtained from Kisumu District Education Office (DEO), teaching of Mathematics is likely to be wanting as reflected in the poor performance of Students in KCSE results of2006. This project therefore, attempted to analyze teacher's attitudes and performance in Mathematics in Secondary Schools in Embui Division, Mwala District, Central ProvinceKenya. The researcher used simple random sampling techniques to select respondents. In each school, questionnaire and interview was administered to teachers and students. Parents were also interviewed. The data obtained from the study was used to determine the causes of poor performance in Mathematics in Embui Division, Mwala District and recommendations have been given based on the findings of the study. It was concluded that ...
NYAGA, D (2022). Teachers' Attitude and Performance in Mathematics in Secondary Schools Un Embui Division Mw Ala District Central Province Kenya. Afribary. Retrieved from https://afribary.com/works/teachers-attitude-and-performance-in-mathematics-in-secondary-schools-un-embui-division-mw-ala-district-central-province-kenya
NYAGA, DICKSON "Teachers' Attitude and Performance in Mathematics in Secondary Schools Un Embui Division Mw Ala District Central Province Kenya" Afribary. Afribary, 22 Aug. 2022, https://afribary.com/works/teachers-attitude-and-performance-in-mathematics-in-secondary-schools-un-embui-division-mw-ala-district-central-province-kenya. Accessed 25 Nov. 2024.
NYAGA, DICKSON . "Teachers' Attitude and Performance in Mathematics in Secondary Schools Un Embui Division Mw Ala District Central Province Kenya". Afribary, Afribary, 22 Aug. 2022. Web. 25 Nov. 2024. < https://afribary.com/works/teachers-attitude-and-performance-in-mathematics-in-secondary-schools-un-embui-division-mw-ala-district-central-province-kenya >.
NYAGA, DICKSON . "Teachers' Attitude and Performance in Mathematics in Secondary Schools Un Embui Division Mw Ala District Central Province Kenya" Afribary (2022). Accessed November 25, 2024. https://afribary.com/works/teachers-attitude-and-performance-in-mathematics-in-secondary-schools-un-embui-division-mw-ala-district-central-province-kenya