Performance Determinants of Kenya Certificate of Secondary Education (KCSE) in Mathematics of Secondary Schools in Nyamaiya Division, Kenya

Asian Social Science 01/2011; DOI: 10.5539/ass.v7n2p107
Source: DOAJ

ABSTRACT The study found the performance determinants of students’ performance in mathematics Kenya certificate of secondary education (KCSE) in Nyamaiya division of Kenya. The study employed descriptive survey design of the ex-post facto type with a total student population of 151 and 12 teachers. Four validated research instrument developed for the study were Mathematics Achievement Test (MAT) (r = 0.67), Students Questionnaire (SQ) (r = 0.75), Teachers Questionnaire (TQ) (r = 0.60 and Head teachers Questionnaire (HQ) (r = 0.70). Three research questions were answered. The data was analyzed using multiple regression analysis. There was a positive correlation among the six independent variables and the dependent measure – mathematics performance(R= 0.238; F(6,151)=1.53843; p<0.05). The six variables accounted for 45.6% of the total variance in the independent measure (R2 = 0.564). Teachers’ experience (B=0.972, t=2.080; p<0.05), teachers’ qualification (B=0.182, t=2.390; p<0.05), teachers/students’ attitude (B=0.215, t= 2.821; p<0.05) and school category (B=0.064, t=0.352; p<0.05) could be used to predict students’ academic performance in mathematics. It is therefore recommended that adequate attention should paid to these variables that can predict students’ performance by the government and other stakeholders of education in Kenya.

  • [Show abstract] [Hide abstract]
    ABSTRACT: New Zealand students begin primary school at age 5, secondary school at about age 13. Secondary schooling is for three to five years, with the fifth (final) year being called form 7 or year 12 (Australian equivalent). The most common age of Form 7 students is 17 years.At the end of year 12 the majority (78–80% or some 10,000) of students sit a national examination, Bursaries. A smaller percentage (about 12%) also attempt the prestigious national Scholarships examination. Mathematics is an optional subject for both these examinations and students can choose one or both of the Mathematics with Statistics or Mathematics with Calculus papers.Although there are roughly equal numbers of males and females in this final year of secondary schooling, only 40% of Bursaries mathematics candidates are female, and only 25–28% of Scholarships mathematics candidates. An examination of gender differences in these papers over several years shows a consistent difference in mean performance in favour of boys.The effects of school type (co-educational or single-sex) and school authority (whether a state or private school) are not the same for both papers. It also appears to be gender specific whether or not students will opt to do one or both mathematics papers.A smaller analysis of approximately 400 students at one New Zealand university showed that between 30–34% were female. This analysis was carried out on all students taking certain first-year mathematics courses. At this level however, gender differences in performance were neither as marked nor always in favour of boys.
    International Journal of Educational Research 01/1994; 21(4):427-438. DOI:10.1016/S0883-0355(06)80031-5 · 0.51 Impact Factor
  • Source
    11/2008; 3(1). DOI:10.4314/ajesms.v3i1.38607
  • A study of interference and factors influencing Phobia for mathematics among Nigeria secondary school students. . 9-18.


Available from