Teaching Performance Of The Mathematics Teachers Of Kwihota Primary School In Thika District, Kenya

ABSTRACT

Objectives: This study determined the teaching performance of the

mathematics teachers of Kwihota Primary School in Thika District,

Kenya. Specifically, this study determined the profile of the pupils as

to age, gender and class and it determined the level of teaching

performance.

Design: This study employed the descriptive survey method of

investigation.

Environment: This study was conducted in Kwihota Primary School of Thika District in Kenya.The school is located in Thika District, Ruiru Town about 4 kms off Thika-Nairobi Highway.

Respondents: This study involved 154 pupils in upper primary which

were included 50 from Primary Six (P6), 54 pupils from Primary Seven (P7) and 50 from Primary Eight (PS).

Instrument: This study was a researcher devised instrument which

was a questionnaire that contained questions about the profile of the

respondents as to age, gender, class and level of teaching

performance in four areas namely: teaching resources, teaching

methods, teacher's qualities and classroom management. They were rated as follows: 4 strongly agree (you agree with no doubt at all), 3 agree (you agree with some doubt), 2 disagree (you disagree with some doubt), and 1 strongly disagree (you disagree with no doubt at all). Data Collection Procedures: The frequency and percentage was used to determine the profile of the pupils. The weighted mean was used to determine the level of teaching performance of the mathematics teachers. The obtained data were expressed in the following mean range: 3.26 - 4.00 very satisfactory, 2.51 - 3.25 satisfactory, 1. 76 - 2.50 fair, and 1.00 - 1. 75 poor.

Results: Majority of the lecturers were rated poor. The teaching

resources category had the lowest mean, followed by the classroom

management, teacher's qualities and teaching methods categories.

Conclusion: The teaching performance of the mathematics teachers

in the aspects of teaching methods, teacher's qualities, classroom

management and teaching resources were evaluated generally poor. However, it needs to be improved.