Influence of School Category on Students’ Achievement in Mathematics in Webuye West Sub-County in Kenya
- July 3, 2020
- Posted by: RSIS
- Categories: IJRISS, Psychology
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VI, June 2020 | ISSN 2454–6186
Hesborn Chonge
Department of Educational Psychology, Moi University, Kenya
Abstract: Stakeholders in the education sector in Kenya have been concerned about the poor performance in science subjects and notably mathematics over the years. Students’ performance in mathematics and science subjects in examinations administered by the Kenya National Examination Council has remained below expectation. This situation does not favor Kenya in its effort toward developing a scientific and technological culture. More often than not, teachers are blamed for the poor performance and even when the blame is directed to a student, explanation is offered only in terms of the students’ cognitive and intellectual ability. Little or no consideration is given to the fact that the category of the school a child goes to can affect ones achievement in Mathematics. As at now, seemingly knowledge of how certain factors like school category relate to student’s achievement in mathematics is not well known. Therefore, this study makes an attempt to contribute towards filling the existing gap.
Key words: School Category; Mathematics Achievement
I. INTRODUCTION
Mathematics is well known as a father of all sciences. In the 21st century, mathematics has become the backbone for the prosperity in each and every field of life. Successful achievement in mathematics at secondary stage is prerequisite for better academic achievement in higher stage. Eisenkopf, Hessami, Fischbacher and Ursprung(2015) analyzed the impact of female only classes on mathematics achievement, exploiting random assignment of girls into single set and co- educational classes in Switzerland Secondary Schools. They found out that single sex classes improve the performance of female students in mathematics. Saidin and Brachim (2013) in a study carried out in single sex schools in Malaysia involving 30 secondary students found out that boys performance in English and foreign languages, and girls performance in mathematics and Science improved in a single gender settings. The study found out that in gender separate classroom, students have higher motivation and higher confidence levels which offer them better educational opportunities. Most studies indicate that boys contribute more to classroom interaction for example by “calling out” answers and dominate in “hands – on” activities, such as laboratory work and computed sessions (Francis, 2004). From this perspective, the presence of boys in the classroom is seen as having a negative effect on girls’ academic engagement and achievement.
