Attitude of teachers and students towards teaching and learning of Mathematics in secondary schools in Kisii Central sub-county, Kenya

Abstract

ABSTRACT: Attitude plays a critical role in the teaching and learning situation as it determines the level of achievement. It has a substantial influence on Mathematics instruction and learning outcomes. In Kisii Central Sub-County, secondary school students have continued to attain poor results in Mathematics subject in the Kenya Certificate of Secondary Education (K.C.S.E) examination. From the year 2006 to 2012, the mean scores in Mathematics subject have ranged between 2.57 and 3.68 out of the possible 12.00 points. This poor performance may be linked to students’ attitude towards the subject. Teachers too may have a share of blame for the results since their attitude towards the teaching of Mathematics plays a significant role in shaping the attitude of students towards the learning of the subject. No known study conducted in the sub-county has established the attitudes of teachers and students on the subject. The purpose of this study was to investigate the attitudes of teachers and students towards teaching and learning of Mathematics. Objectives of the study were to: determine the status of attitudes of teachers and students towards teaching and learning of Mathematics; determine reasons for attitudes of teachers and students towards teaching and learning of Mathematics; establish differences in attitude towards teaching and learning of Mathematics between teachers and students and establish ways of enhancing attitudes of teachers and students towards teaching and learning of Mathematics. Descriptive survey design was used in this study. The study targeted a population of 2080 form four students of 2013, 64 form four Mathematics teachers and 52 Heads of Mathematics department in Kisii Central Sub-County. Krejcie and Morgan (1970) formula was used to select 327 students of which stratified sampling technique was used to select 168 females and 159 males. Saturation sampling technique was used to sample 57 form four Mathematics teachers and simple random sampling technique was used to select 17 Heads of Mathematics department. Data was collected using questionnaire and interview schedule. Validity of the instruments was ascertained by experts from the Department of Educational Communication, Technology and Curriculum Studies of Maseno University. A pilot study was carried out on 208 form four students, 7 Mathematics teachers and 5 Heads of Mathematics department in 7 secondary schools to establish reliability of research instruments. Coefficients of 0.81 and 0.84 were realized for students’ and teachers’ questionnaires respectively and hence deemed reliable. Quantitative data were analyzed using descriptive statistics, while inferential statistics (t-test) was used to determine differences in the attitude between students and teachers. Qualitative data was organized, categorized, and a report made from the emergent themes. The study revealed that teachers and students had a positive attitude towards Teaching/Learning (T/L) of Mathematics. The difference between teachers’ and students’ attitude towards T/L of Mathematics was statistically significant; t (382) = -10.65, p= .00. Reasons for enhancement of attitude of students towards learning of Mathematics is a basic requirement for joining a good career, key to understanding other subjects, while teachers is due to their training. Strategies of enhancing attitude is through use of variety of teaching methods, allow more practice for learners and regular tests. The study therefore recommends that enhancement of students’ attitude should be based on content arrangement, career choice and use of variety of teaching methods. The findings of this study may be of value to the Ministry of Education, teachers, parents and students on issues of attitudes in learning/teaching of Mathematics in secondary schools.