ABSTRACT

The purpose of the study was to identify the effectiveness o f (SMASE) Strengthening Mathematics and Science Education towards enhancement of mathematics performance in public primary schools in Embakasi District, Nairobi County. The study was guided by the following objectives; i) To identify the effects of public primary school managers on the management of SMASE programme as they facilitate its implementation at school and cluster level. ii) Identify challenges encountered by mathematics teachers while using the SMASE approaches. iii) Find out the effects of ASEI – PDSI concept on the participation of learners in mathematics lessons. iv) To review the effects of SMASE project on learners‟ performance in mathematics in KCPE since 2009. The study was based on Bruners‟ Constructivist theory that states that learning is an active process where learners create meaning from different experiences. Learners construct new ideas based on their past and current experiences, they build on what they already know so as to discover key principles by themselves, the teacher simply facilitates/guides. The target population was 20 head teachers, 60 mathematics teachers and 3,000 standard eight pupils making a total population of 3080 in the entire Embakasi District. The study sampled 5 out of 20 public primary schools using convenient sampling technique. From the sampled, an equal number of 60 standard 8 pupils from each school were selected giving a total of 300 school pupils and 20 standard eight mathematics teachers including five head teachers totaling to 325 respondents. For content validity, the researcher piloted the instruments in two (2) randomly selected primary schools to ascertain the degree to which the instruments fully measured the construct of interest in the questionnaires. Reliability of the instruments was tested using the split half reliability index and crombachs‟ co-efficient alpha to check on internal consistency of the questionnaires before the actual data collection commenced. The researcher asked for permission to do the research from the MOEST through the DEO Embakasi District after presenting a research permit from the NCSTI and an introductory letter from Kenyatta University. Confidentiality, anonymity and informants consent was strictly adhered to. Data was collected using structured interviewing technique, questionnaires as well as through structured observation checklists. The collected data was organized and coded then entered into the SPSS computer programme. The techniques that were used to analyze the data were Pearson Product Moment correlation co efficient (r) and qualitative data analysis using thematic approaches. Data was presented using frequencies, mean, percentages, pie charts, tables and bar graphs as well as explanations. Generalizations were then made. The study revealed that the SMASE programme has aided the improvement of mathematics performance in public primary schools even though it has been faced with several challenges such as lack of enough text books for learners. The researcher made several recommendations such as the need for curriculum developers, to integrate SMASE programme seriously in primary schools and also ensuring that SMASE acquired knowledge is put into practice by mathematics teachers who have attended SMASE INSET trainings.