Factors influencing the adoption of strengthening of mathematics and science in secondary education (SMASSE) skills: a case of mathematics in Eldoret east district, Kenya

Abstract

The overall objective of this study was to assess the factors that influence adoption of SMASSE skills among mathematics teachers in Eldoret East District in Rift Valley Province, Kenya. The specific objectives were: To assess the level of mathematics teachers‟ appreciation of the role of the SMASSE INSET in continuing professional development, to establish the student and the teacher factors that influence the adoption of SMASSE skills by mathematics teachers and to determine the role played by the principals in the adoption of SMASSE skills by mathematics teachers in the district. The survey research design was utilized in this study. The teachers of mathematics and secondary school principals from the district constituted the target population. All the serving mathematics SMASSE trained teachers and principles from the district were selected for inclusion in the study. Data was collected using questionnaires, structured interview guide and document analysis. The data validity was ensured by consulting experts and discussion with colleagues while reliability of the tools was determined through test-retest method. The data was analyzed using both descriptive and inferential statistical techniques. The means and percentages for descriptive and the chi-square for testing the hypothesis. It was established that most of the teachers apply relevant practical mathematical activities in over half of their mathematics lessons. The study established that teaching experience of a teacher, duration of training, age of teachers, teaching methods, mastery of content, teachers‟ attitude towards the inset, workload, teachers‟ self motivation and teachers‟ capacity to improvise are the main teacher factors influencing the adoption of SMASSE skills. It was also established that availability of support materials, student teacher ratio and classroom size influenced the adoption of SMASSE skills by mathematics teachers. The study found that age and entry behavior, socio-economic background of the students and students‟ attitude towards mathematics also influenced the adoption of SMASSE skills. It was also established that principals encouraged staff to undergo the INSET, motivated the staff to practice the SMASSE skills, mobilized resources for the implementation of SMASSE skills, rewarded SMASSE implementation successes and promptly supplied information about the INSET. The study recommended that SMASSE skills to be taught in teacher-tertiary institutions. The findings are to be useful to policy makers such that they can address the Challenges raised