MATHEMATICS EFFICACY AMONG STUDENTS WITH DYSCALCULIA IN PUBLIC HIGH SCHOOLS IN KANDARA SUB-COUNTY, MURANGA COUNTY, KENYA

Authors

  • Nicholas Matunda Mariera P.O. Box 1538-01000, Thika, Kenya
  • Margaret Murugami Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Jessina Muthee Dr., Department of Special Needs Education, Kenyatta University, P.O. Box 43844-00100, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v8i7.3828

Keywords:

dyscalculia, public secondary school and mathematics self-efficacy

Abstract

The thrust of the study was to determine levels of mathematic efficacy among students with dyscalculia in public secondary in Kandara sub-county in Muranga County guided by Expectancy Theory (ET) of motivation developed in 1964 by Victor Vroom. The study adopted a descriptive research design. The population for study was 54 Public secondary schools in Kandara Sub-County, out of the 54 targeted schools 7 public secondary schools were sampled for the study. The target respondents were 7 principals, 7 teachers of mathematics, 1 from each school and 125 students were sampled for dyscalculia screening. Research instruments included: questionnaire for mathematics students with dyscalculia, dyscalculia screening instrument, mathematics self -efficacy scale and documentary analysis. Pilot study was conducted in Gaichanjiru Mixed and Kenyoho Secondary schools in Kandara Sub-County, Murang’a County. The validity of research instruments which were used for this study were first tried in a pilot study which helped in clarification of ambiguities prevalent before data collection while the reliability of the research instruments in this study was determined using Pearson product moment correlation coefficient formula. The study used stratified random sampling and purposive sampling to select the schools, teachers and students with dyscalculia respectively. Data for the main study was collected and analyzed both quantitatively and qualitatively (Mixed method research). Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS 26.0), while qualitative analysis was done by organizing variables into themes. The study reveals that learners without dyscalculia exhibited high self-efficacy in mathematics while those with dyscalculia displayed low self-efficacy in mathematics. The researcher recommends that Students’ mathematics efficacy should be improved by inviting mentors or people who have succeeded in mathematical field to help boost their morale in the subject.

 

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Author Biographies

  • Nicholas Matunda Mariera, P.O. Box 1538-01000, Thika, Kenya
    Nicholas Matunda Mariera is currently enrolled for a Master’s Degree in Special Needs Education at Kenyatta University. He holds a B.Ed. art in (Mathematics and Economics) from Masinde Muliro University of Science and Technology. He has worked as a teacher in a special unity at pre-school and a secondary school teacher for the last 14 years. He is currently working as a teacher in Kiranga Boys High School.
  • Margaret Murugami, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
    Dr. Murugami Margaret is a senior lecturer in the department of Early Childhood and Special Needs Education in Kenyatta University with a specialization in area of visual impairment. She has a doctoral degree from University of South Africa in inclusive education. Margaret has taught courses on inclusive Education at undergraduate and postgraduate levels. She has substantial knowledge on disability-related issues including the topic of this study. She has research interests in areas of special needs education, inclusive education, identity and disability, identity well-being and self-concept among learners with special needs.
  • Jessina Muthee, Dr., Department of Special Needs Education, Kenyatta University, P.O. Box 43844-00100, Nairobi, Kenya
    Dr. Jessina Jessica Muthee is a senior lecturer in Kenyatta university. She is a specialist in the area of learning disability and psycho-educational assessment. Her area of research interest includes, dyscalculia, dyslexia, dysgraphia, dysphasia, attention deficit hyperactive disorder, cognitive psychology, psychometry and abnormal psychology.

References

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Published

2021-07-06

Issue

Vol. 8 No. 7 (2021)

Section

Articles

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