Teaching-learning Resources and Academic Performance of Students in Mathematics in Selected Secondary Schools In Bondo District

ABSTRACT The education system in Kenya is evolving steadily. However, it is faced with a number of shortcomings which include inadequate teaching/learning resources in secondary schools due to poor planning and corruption. Not many studies have been conducted to establish the extend in which teaching-learning resources affect academic performance in mathematics. This study found the relationship between teachinglearning resources and academic performance of students in mathematics in some selected secondary schools in Bondo district. The research design for this study was descriptive survey design. A total of 405 form four students formed the population of the study. Two hundred and forty two (242) students were randomly selected from nine schools in the three divisions of Bondo districts out of 24 schools. Intact classes were chosen. The schools were stratified into co-educational day, co-educational boarding, boys boarding and girls boarding. One validated research instrument developed for the study was Student Questionnaire on Performance (SQP) (r = 0.437). The data collected was analyzed using simple descriptive statistics which lead to mean, percentages and frequency counts. The study established that inadequate teaching-learning resources such as classrooms, textbooks, laboratories, teaching aids, stationeries, teacher-student ratio, time allocated for teaching-learning mathematics, learner’s attitude, learner’s self discipline and motivation affect performance in mathematics. The study recommends that review of curriculum, in-servicing of trained teachers, recruiting more competent teachers, improved government support to education, improved students-book ratio and better remuneration of teachers are factors that the government and all stakeholders should pay more attention to in order to improve performance in mathematics. In conclusion, the study was in agreement with the research hypothesis which was significant at p