Assessment of effects of mathematical language on word problem solving among class seven learners in Cheptiret Zone, Uasin-Gishu County, Kenya.

Abstract

Learner performance in Mathematics as reflected by the Kenya Certificate of Primary Education (KCPE) results has remained poor over the years. This poor performance suggests that the set objectives in the primary school Mathematics curriculum have not been fully achieved. Studies indicate learner proficiency in the use of mathematical language in problem solving and overall pupil performance in mathematics remains critical. The purpose of this study was to assess how mathematical language affects learner‘s ability to solve word problems among class seven learners in Cheptiret zone, Kesses Sub-County, Uasin Gishu County, Kenya. The study objectives were; to establish the language difficulties learners face when solving mathematical word problems; to find out how mathematical language affect learners‘ ability to solve word problems; and to determine teachers‘ perspectives on difficulties learners have when solving mathematical word problems. The significance of the study is to help students both those who are proficient and those who are not learn the skills they need to solve word problems more successfully and it will also inform math teachers about the importance of creating strategies for teaching pupils mathematical vocabulary. The theory employed in the study is the cognitive theory propounded by Jean Piaget. The study employed constructivism paradigm and followed concurrent triangulation design using a mixed method research approach. The target population were 1292 Standard seven pupils and teachers of Mathematics from public primary schools. The study sample size comprised of 388 class seven learners selected through simple random sampling and 15 mathematics teachers selected through purposive sampling from 15 schools. Construct and content validity was used to check validity of the research instruments while Cronchbar coefficient alpha method was used to test reliability. The research tools used for data collection were pupils‘ questionnaires, teachers‘ questionnaires, and teachers‘ interview guide. Quantitative data analysed using descriptive statistics while qualitative data analysed thematically. The analyzed data were presented in tables inform of percentages and frequencies. Quantitative results showed that more than 37.5% of students agree that the language used in mathematics has an impact on their ability to solve word problems; 50% of students and 56.3% of teachers also agreed that being able to read and understand the language used in mathematics was helpful for students in solving word problems. From teachers‘ interview, findings revealed that most learners score highly when questions are numerically expressed but experience difficulties in interpreting questions in word form. In addition, on word mathematical problems, learners have a challenge in deciding on the operations to be performed. The study concluded that majority of class seven learners have difficulty in reading and comprehending thus unable to solve mathematical word problems and in deciding what operations need to be performed. The study recommends a broad exposure to mathematical language from lower classes and the use of appropriate language during teaching, learning and assessment process. The study informs the Kenya Institute of Curriculum Development to lay emphasis on the exposition of mathematical vocabulary in the approved textbooks before their use in mathematical texts and questions.