impact of smasse inset on students' attitude and performance in mathematics in secondary schools in bomet district

Abstract

Performance in mathematics has been steadily deteriorating over the last few years. This prompted the researcher to investigate the impact of SMASSE INSET on students’ attitudes and performance in mathematics. The objectives of the study were to investigate whether SMASSE INSET has changed the students’ attitudes, improved the performance and the teaching approaches and methodology in mathematics. This study was based on the theory of Reasoned action and the theory of Planned behaviour as proposed by Ajzen and Fishbein (1975 and 1980). This was a field study that was conducted in Bomet district. A descriptive survey design was adopted for the study. The respondents of the study were selected from the Form four students of the year 2008. A sample of 371 students, 20 mathematics Heads of Department and 20 Mathematics teachers were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaire, HOD Mathematics Questionnaire and Teacher’s Questionnaire. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and standard deviations were used. Analysis of variance (ANOVA), t- test and Chi- Square (χ 2 ) were employed for the inferential statistics. The study established that the students’ attitudes towards mathematics have greatly improved as a result of SMASSE INSET. The study also found out that teacher’s teaching approaches and methodology have greatly improved as a result of SMASSE INSET. However the attitude and teaching approaches could not translate to good performance. In order to make SMASSE INSET more effective in schools and in the teaching of mathematics, it could be included in the programmes of Teacher Education at the level of teacher preparation.