Influence of self-instruction on Mathematics achievement among students in secondary schools in Kenya
Date
2019-08
Authors
Kati, Robert
Journal Title
Journal ISSN
Volume Title
Publisher
Strathmore University
Abstract
Achievement in Mathematics is a challenge to many students at secondary level in Kenya,
for instance students in Vihiga Sub County. Despite the government’s effort in
strengthening the subject, its performance is still wanting. The main objective of the study
was to examine the influence of self-instruction on Mathematics achievement among
students in secondary schools in Vihiga Sub-county. Self-instruction' was defined as a
deliberate long-term learning project instigated, planned, and learned out by the learner
alone, without teacher intervention. The Self- determination theory and Achievement Goal
theory informed the study. The study adopted Mixed Methods approach and the Sequential
Explanatory Design was used. The study targeted 1483 form four students, 35 Mathematics
teachers, and 27 teacher counsellors. A sample size of 445 students, 11 Mathematics
teachers, and 9 teacher counsellors were selected using stratified random, purposive and
purposive sampling techniques respectively. Quantitative data was collected using a
Students Questionnaire while qualitative data was collected using interviews from
students, teacher counsellors and Mathematics teachers. Student’s achievement was
assessed using K.C.S.E Exam results of the year 2017. Reliability of the questionnaire was
ensured by Cronbachs alpha and a coefficient of alpha ¿0.7 was reported. Normality of data
was tested by using Kolmogorov-Smirnov and Shapiro-Wilk (W) tests. Descriptive
statistics such as frequencies and percentages were used to analyze quantitative data from
questionnaires, while inferential statistics such as Regression Analysis and Pearson
correlation coefficient were used to analyze quantitative data. On the other hand, thematic
framework was used to analyze Qualitative data. The study found that there was
statistically significant between self-instruction and Mathematics achievement(r =.192,
n=396, p i.05). The findings showed that self-instruction predicted the achievement in
Mathematics among secondary school students. The study recommended that the
government in conjunction with the Ministry of Education should provide seminars and
conferences for Mathematics teachers as a platform for constant reminder to teachers to
avoid traditional modes of Mathematics teaching and embrace self-instruction strategy.
This would enable Mathematic teachers to instruct their students in such a way as to enable
them to take charge, control and evaluate their learning through self-instruction, hence
enabling students to become autonomous learners in Mathematics. This is because the
study reported that self-instruction has positive influence on Mathematics achievement
among students in secondary schools.
Description
Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya
Keywords
Self-instruction, Mathematics achievement