Abstract:
Over the years performance of mathematics at secondary level has dropped
significantly causing a major concern to society. It is against this background that this
study sought to investigate the effect of Strengthening Mathematics and Sciences in
Secondary Education, In-Service Education Training project on performance of
mathematics at Kenya Certificate of Secondary Examinations, with regard to the
subject content, pedagogy/methodologies, attitude and teaching-learning material. The
study area was in Kisii Central District of Kisii County of Kenya with a target
population of 63 secondary schools; 35 304 students in the schools and 136
mathematics teachers of secondary schools. The sample size comprised of20 secondary
schools, 41 mathematics teachers and 380 students. Sampling techniques used were,
purposive to select Strengthening Mathematics and Sciences Secondary Education, In-
Service Education Training centre, stratified to categorize schools and simple random
sampling to select students in each school. Validity and reliability were controlled by
sampling and pilot testing of instruments in yamira orth district of yamira County,
Kenya. Interviews were used for Strengthening Mathematics and Sciences Secondary
Education, In-Service Education Training centre officers and document analysis at the
Strengthening Mathematics and Sciences Secondary Education, In-Service Education
Training centre and District Education Officer's office. Questionnaires were used to
collect data from students, teachers of mathematics and Mathematics Head of
Departments. All the questionnaire items were closed and were self-administered.
Data were analyzed by descriptively using the chi-square. The research found out that
Strengthening Mathematics and Sciences Secondary Education, In-Service Education
Training project had significantly improved performance of mathematics. The study
established that Strengthening Mathematics and Sciences Secondary Education, In-
Service Education Training has changed attitude of teachers and students, improved
Pedagogical Content Knowledge and Teaching/Learning Materials, and thus some
improvement in performance of mathematics. The study will be useful to the
mathematics teachers in evaluating their work against the SMASSE fNSET
methodologies in relation to their performance. The study will also be useful to
DQASO's for their supervision processes from one school to another. The findings
should also help proponents of SMASSE INSET project to review their curriculum
especially to incorporate more content coverage to add to the mastery of content of the
mathematics teachers. The study recommends for further research on the relevance of
subject content knowledge acquired by secondary mathematics teachers in the teachers
training colleges and universities.
