AN EXAMINATION OF THE IMPACT OF TEACHER FACTORS ON MATHEMATICS PERFORMANCE OF LEARNERS WITH DYSCALCULIA IN PUBLIC PRIMARY SCHOOLS IN STAREHE SUB-COUNTY, NAIROBI CITY COUNTY, KENYA
DOI:
https://doi.org/10.46827/ejes.v9i4.4290Keywords:
learners with dyscalculia, teacher factors, performance in Mathematics, public primary schoolAbstract
The purpose of this study was to examine the impact of teacher factors on the Mathematics performance of learners with dyscalculia in public primary schools in Starehe Sub-county, Nairobi City County. The study was guided by the social development theory of learning by Vygotsky (1978). The study was a mixed-method research applying a descriptive survey design. The target population was class seven pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county. A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used. The purposive sampling technique was used to select teachers where only Mathematics teachers for class seven were sampled. A simple random sampling technique was used to select the learners. Data from the teachers was collected using a questionnaire. On the other hand, data from the pupils was collected using the Dyscalculia Screening Tool (Wechsler Intelligence Scale for Children - WSIC III). School records were also examined to assess pupils’ Mathematics performance. Quantitative data were analyzed through descriptive statistics of frequencies, percentages and mean with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative findings. Findings indicated that most teachers had a strong positive attitude towards Mathematics and their teaching profession in general which on stood at a mean of 4.4 on a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’ Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study concludes that although the majority of the Mathematics teachers in public schools in the sub-county have vast teaching experience, few have acquired formal training in special needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics performance in public primary schools. Teachers’ academic qualifications also affect the pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude, teachers’ workload and teaching experience. The study recommended that the government, through the Ministry of Education, need to consider organizing in-service training for primary school teachers with Mathematics learning disabilities.
Article visualizations:
References
Cooper, D. R., & Schindler, P. S. (2006). Business Research Methods (9th Ed.). Tata-McGraw Hill.
Gichuru, L. M., & Ongus, R. W. (2016). Effect of teacher quality on student performance in Mathematics in primary 6 national examinations: A survey of private primary schools in Gasabo District, Kigali city, Rwanda. International Journal of Education and Research, 4(2), 237-260
Hunt, B., & Hunt, C. S. (2000). Attitudes towards people with disabilities: A comparison of undergraduate rehabilitation and business majors. Rehabilitation Education, 14, 269-283
Israel, O. O., & Olubunmi, O. P. (2014). An appraisal of Sciences and Mathematics Dyslexia and Dyscalculia syndrome among secondary schools students. American Journal of Educational Research, 2(4), 219-224
Karigi, M. W., & Tumuti, S. (2015). Students’ and teachers’ attitude factors contributing to poor performance in mathematics in K.C.S.E in selected public secondary schools in Kiambaa Division of Central province, Kenya. The Strategic Journal of Business & Change Management, 2(58), 316-332
Kibuthu, A. (2016). Determinants of effectiveness of peer tutoring on academics’ performance of standard four pupils with learning disabilities, Nyeri Central Sub-County, Kenya (Unpublished master’s thesis). Kenyatta University, Nairobi.
Kiplagat, P., Role, E., & Makewa, L. N. (2012). Teacher commitment and Mathematics performance in primary schools: A meeting point! International Journal of Development and Sustainability, 1(2), 286-304
Kiwanuka, H. N., Van Damme, J., Noortgate, W., Anumendem, D. N., & Namusisi, S. (2015). Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda. South African Journal of Education, 35(3), 1-16
Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental Science, 14(6), 1292–1300
Ma, X., Jong, C., & Yuan, J. (2013). Exploring the reasons for the East Asian success in PISA. In Meyer, H. & Benavot, A. (Eds), PISA, power and policy: The emergence of global education governance (pp. 225-246). Oxford: Symposium Books
Nfon, N. F. (2016). A survey of the mathematical problems (Dyscalculia) confronting primary school pupils in Buea municipality in the South West region of Cameroon. International Journal of Education and Research, 4(4), 437-450
Njeru, N. S. (2012). Influence of learning support strategies on academic performance of learners with dyscalculia: A case of selected British national curriculum based preparatory schools in the Nairobi County, Kenya (Unpublished master’s thesis). University of Nairobi, Nairobi.
Njuguna, M. N. (2012). Analysis of teachers’ competencies, teaching, and learning strategies teachers use to educate pupils with learning disabilities in regular public primary schools in Thika West District, Kiambu County (Unpublished master’s thesis). Kenyatta University, Nairobi.
Nyaga, S. N. (2012). Influence Of Learning Support Strategies on Academic Performance of Learners with Dyscalculia: A Case of Selected British National Curriculum Based Preparatory Schools in The Nairobi County, Kenya. University of Nairobi. Unpublished thesis, University of Nairobi.
Toropova, A., Johansson, S. & Myrberg, E. (2019). The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry, 10(4), 275-299.
Tuchura, D. G. (2016). Analysis of teachers’ remedial strategies for enhancing mathematical skills to learners with dyscalculia in regular primary schools in Nyandarua County, Kenya (Unpublished master’s thesis). Kenyatta University, Nairobi.
Upton, T. D., & Harper, D. C. (2002). Multidimensional disability attitudes and equitable evaluation of educational accommodations by college students without disabilities. Journal of Postsecondary Education and Disability, 15, 115-130.
Vania, J. M., & Xin, M. (2014). A comparative analysis of the relationship between learning styles and Mathematics performance. International Journal of STEM Education, 1(3), 1-13
Yusta, N., Karugu, G., Muthee, J. & Tekle, T. (2016). Impact of Instructional Resources on Mathematics Performance of Learners with Dyscalculia in Integrated Primary Schools, Arusha City, Tanzania. Journal of Education and Practice Vol. 7, No. 3, 2016.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
