IMPACT OF SMASSE INSET ON STUDENTS' ATTITUDE AND PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Authors

  • Langat Richard Kipng’etich Department of Curriculum, Instruction and Educational Media, Moi University, Kenya
  • Too Jackson Kiprop Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v10i9.4966

Keywords:

SMASSE INSET, performance, mathematics

Abstract

Performance in mathematics has been steadily deteriorating over the last few years. This prompted the researcher to investigate the impact of SMASSE INSET on students’ attitudes and performance in mathematics. The objectives of the study were to investigate whether SMASSE INSET has changed the students’ attitudes, improved the performance and the teaching approaches and methodology in mathematics. This study was based on the theory of Reasoned action and the theory of Planned behaviour as proposed by Ajzen and Fishbein (1975 and 1980). This was a field study that was conducted in Bomet district. A descriptive survey design was adopted for the study. The respondents of the study were selected from the Form four students of the year 2008. A sample of 371 students, 20 mathematics Heads of Department and 20 Mathematics teachers were selected using both stratified and simple random sampling. Data was collected through the use of students’ questionnaires, HOD Mathematics Questionnaire and Teacher’s Questionnaire. Analysis of data was done using both descriptive and inferential statistics. For descriptive statistics, frequency tables, means and standard deviations were used. Analysis of variance (ANOVA) was employed for the inferential statistics. The study established that the students’ attitudes towards mathematics have greatly improved as a result of SMASSE INSET. The study also found out that teacher’s teaching approaches and methodology have greatly improved as a result of SMASSE INSET. However, the attitude and teaching approaches could not translate to good performance. In order to make SMASSE INSET more effective in schools and in the teaching of mathematics, it could be included in the programmes of Teacher Education at the level of teacher preparation.

 

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Author Biographies

  • Langat Richard Kipng’etich, Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

    Richard K. Langat is a PhD student in the Department of Curriculum, Instruction and Educational Media, School of Education, Moi University. He holds Master of Philosophy Degree in Mathematics Education from Moi University. His research area of interest is in the field of Educational Technology. He is a member of Kenya Association of Educational Administration and Management (KAEAM), a professional body affiliated to the Commonwealth Association of Educational Administration and Management.

  • Too Jackson Kiprop, Department of Curriculum, Instruction and Educational Media, Moi University, Kenya

    Jackson K. Too is a professor of Educational Media and Technology in the Department of Curriculum, Instruction and Educational Media. He is a Deputy Director of Kenya Association of Educational Administration and Management (KAEAM), a professional body affiliated to the Commonwealth Association of Educational Administration and Management. He has supervised many Masters and Doctoral students. His research area of interest is in the field of Educational Technology. He is currently working at Commission for University Education as a senior commission secretary for Research and Development.

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Published

2023-08-05

Issue

Vol. 10 No. 9 (2023)

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