SELECTED TEACHING STRATEGIES AND PERFORMANCE OF STUDENTS IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS OF BAHATI SUBCOUNTY, NAKURU COUNTY, KENYA

Abstract

ABSTRACT The purpose of this study was to find out mathematics teaching-strategies used and the performance of mathematics in secondary school. The study focused on teaching strategies in mathematics and students’ performance in secondary schools of Bahati Sub-County. This research was significant for it looked at how varied teaching strategies were used to improve mathematics performance of students. The research was guided by the following research questions: What are the teaching strategies used by mathematics teachers in teaching mathematics? How do teaching strategies affect students’ mathematics performance? What affects the choice of teaching strategy by a mathematics teacher? What are the challenges facing the mathematics teachers in choosing a teaching strategy in secondary school? And what intervention can be put in place to improve teaching strategies in secondary school. The research was anchored by the cognitive workload theory of cognitive construction. This research employed convergent parallel mixed-method research design. Probability and nonprobability sampling procedures was used to select 17 Schools, 17 Principal, 17 HODs of mathematics, 1 Sub-County Education Officer, 44 mathematics teachers and 312 students who participated in the study. The data was collected using semi-structured questionnaires, interview guide, and document analysis guide. The researcher ensured both face and criterion validity of the research instruments. The researcher found the Cronbach α = 0.83 to ascertain the reliability for quantitative data. A pilot test was done in two secondary schools where 2 principals, 6 mathematics teachers, and 10 students participated to test the reliability and credibility of the research instruments. The researcher sought permission from the relevant authorities and the research participants before collecting any data. The quantitative data was analyzed using SPSS Version 21.0 software and presented as graph, tables, frequency and percentages. While qualitative data was analyzed thematically. The ethical considerations were observed at all. The research finding revealed that teacher explanation, group work, and random assessment test were the most preferred strategies in teaching and learning of mathematics. The number of lessons, attendance of seminars, lesson planning, number of students in a class, student entry behaviour, nature of the topic, school management, availability of resources, examination system, students interest, prescribed curriculum and ease of use of a strategy where the main factors that affect teacher’s choice of a teaching strategy. Too much workload, lack of support from administration, allocation of mathematics lesson, student entry behaviour, large class size, inadequate staffing, and adequate resources were the major challenges that affected the choice of a teaching strategy. The measures that can be put in place include, employing more mathematics teachers, creation of more time for mathematics practise, guidance and counselling to overcome poor attitude. The use of RAT and CAT, Group work, increase of mathematics teachers, more resources, ICT integration, more time allocation, individualised learning, peer teaching and peer consultation, interclass joint examinations, building good teacher relationship, and reducing class sizes would be some of the intervention are that were needed to improve teaching strategies in mathematics. The study concluded that the teaching strategies used were not adequate because of the poor performance of students recorded. The study thus recommended use of student-centered methods as opposed to teacher-centered methods, school to support mathematics program, ministry of education to employ to ease teachers work load, and reduce class size.