Secondary school education provides a foundation for acquisition of further knowledge and skills in tertiary institutions of learning. It is a bed-rock where future productive human capital is nurtured to serve the dynamic needs of a nation’s labour market and the economy in general. Education is used to achieve more rapid economic, social, political, technological, scientific and cultural development in a country. In Kenyan education system, mathematics is a compulsory and an examinable subject offered at all levels of learning except for tertiary institutions where it is selective, yet requisite in some courses of study. There is much emphasis on mathematics performance examined nationally by the Kenya National Examinations Council (KNEC) hence necessitating the current study. As a matter of fact, students’ performance in mathematics has attracted attention from various stakeholders and further raised interest in teachers’ qualification in delivering the subject matter. This study ought to establish the influence of teacher competence on mathematics performance in KCSE examinations among public secondary schools in Nyatike Sub-county, Kenya. Teacher competence was conceptualized in terms of teacher educational qualification, teacher training and teacher experience and mathematics performance as the dependent variable. The study was based on three models namely; economical approach, stakeholder theory of management and humanistic-progressive model. The study used a descriptive research design with a survey method and targeted 50 public secondary schools. The researcher used structured questionnaires to collect data from the sampled respondents. The collected questionnaires were then analyzed using SPSS version 20. Both linear regression analysis and Pearson correlation analysis were used and the results presented in tables. The study findings revealed positive correlations between; teacher educational qualifications with mathematics performance, teacher training with mathematics performance, and teacher experience with mathematics performance. However, it was also noted thatsome teachers holding diplomas from reputable colleges such as Kenya Science University College perform better than those with undergraduate degrees from universities.
| Published in | International Journal of Secondary Education (Volume 4, Issue 5) |
| DOI | 10.11648/j.ijsedu.20160405.11 |
| Page(s) | 44-57 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Teacher Competence, Mathematics Performance, Qualification, Teacher Training and Teacher Experience
| [1] | Abe, T. O. (2014). The Effect of Teachers’ Qualifications on Students’ Performance in Mathematics. Sky Journal of Educational Research. Vol. 2(1), pp. 010-014. |
| [2] | ADEA (2005). Mathematics and Science. Innovations in the Classroom. Assistance for the development of education in Africa. |
| [3] | Amunga, J. K., & Musasia, A. M. (2011). Disparities In Mathematics Achievement Among Secondary Schools. Problems of Education in the 21st Century, Vol. 28, pp. 8-11. |
| [4] | Andrew, M., & Schwab, R. L. (1995). Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of eleven teacher education programs. Action in Teacher Education, vol. 17, pp 43-53. |
| [5] | Bekić, D. & Zlatić, L. (2010). Teacher education and training system in Serbia, in: Karras, K. G. &Wolhuter, C. C. (eds.). International Handbook on Teacher EducationWorldWide: Training, Issues and Challenges for Teachers Profession, Athens: Atropos Edition. |
| [6] | Bjekić, D., Zlatić, L., & Čaprić, G. (2008). Reserach procedure of the pre-service and in service education of communication competent teachers, in: Hudson, B., Zgaga, P. (eds.). Teacher Education Policy in Europe: A Voice of Higher Education Institutions, Monograph of Journal of Research in Teacher Education, Umea: Faculty of Teacher Education - University of Umea, 245-264. |
| [7] | Bjekić, D. (2000). Teaching effectiveness and teachers’empathy (Uspesnost u nastaviiempatijanastavnika), Psihologija, 33(3-4), 707-724, http://scindeksclanci.nb.rs/data/pdf/00485705/2000/0048-57050003499B.pdf |
| [8] | Bodroški-Spariosu, B. (2010): Basic dimensions of educational system quality (Osnovnedimenzijekvalitetaobrazovnihsistema), Nastavaivaspitanje, 4, 618-632. |
| [9] | Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington. |
| [10] | Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education 51(3), 166-173. |
| [11] | Darling-Hammond, L., Berry, B., &Thoreson, A. (2001) Does Teacher Certification Matter? Evaluating the Evidence. Educational Evaluation and Policy Analysis. 23 (1), 57-77. |
| [12] | Denton, J. J., and Peters, W. H. (1988). Program assessment report: Curriculum evaluation of a non-traditional program for certifying teachers. Texas A &M University, College Station, TX. |
| [13] | Donaldson, T. A. (1995). "The Stakeholder Theory of the Corporation: Concepts, Evidence, and Implications. Academy of Management in Organization, vol. 20(1), pp. 65-91. |
| [14] | Elliot, M. (1998) School finance and opportunities to Learn: Does money well spent enhance students achievement? Sociology of Education, 71, 223-245. |
| [15] | Evertson, C. M., Hawley, W. D., & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36 (3), 2-13. |
| [16] | Goeke, J. K. M. (2013). Effects of Math Benchmarking on Students at the Elementary Level. Northwest Missouri State University Missouri. Unpublished Research Paper. p. 1-27. |
| [17] | Golafshani, N., (2003) Understanding Reliability and Validity in Qualitative Research. The Qualitative Report, 8 (4). |
| [18] | Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (1998). Teachers, Schools and Academic Achievement. Working Paper 6691. NBER Working Paper Series. Cambridge MA: National Bureau of Economic Research. |
| [19] | Hill, C. J., Bloom, H. S., Black, A. R., & Lipsey, M. W. (2007). Empirical Benchmarks for Interpreting Effect Sizes in Research. Child Development Perspectives, vol. 2(3), pp. 172-177. |
| [20] | Hill, H. C., Rowan, B., & Ball, D. L. (2010). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, pp. 65-79. |
| [21] | Irungu, M. N., & Mugambi, Mercy. (2013). Evaluation of Strengthening of Mathematics and Science in Secondary Education (SMASSE) Program. A Case Study of Murang'aSouth District, Kenya. International Journal of Education, Learning & Developemnt, Vol. 1(1), pp. 46-60. |
| [22] | Kajuru, Y. K., Ibrahim, M. O. & Olaleye, O. O. (2015). Effects of Teachers' Qualification and Competency on Performance in Further Mathematics Among Senior Secondary School Students in Kaduna State, Nigeria. International Journal of Educational Research and Information Science, vol. 2 (4), pp. 93-97. |
| [23] | Kenya National Examinations Council. (2016). The 2015 Kenya Certificate of Secondary Education (KCSE) Examination Essential Statistics. pp.1-20. |
| [24] | Kiige, M. J., & Atina, J. O. (2016). The Effectiveness of SMASSE Teacher Training Programme on KCSE Performance in Mathematics and Chemistry Subjects in KikuyuDistrict, Kenya. Journal of Education and Practice, Vol. 7(6), 2016. |
| [25] | Klitgaard, R. E., & Hall, G. R. (1974). Are there unusually effective schools? Journal of Human Resources, vol. 10 (3), 90-106. |
| [26] | Kosgei, A., Mise, J. K., Odera, O., & Ayugi, M. E. (2013). Influence of Teacher Performance on Students Academic Achievement Among Secondary schools.Journal of Education &Practice.vol. 4 (3), pp. 76-83. |
| [27] | Kothari, C. R. (2004). Research Methodology: Methods and Techniques (2nd Ed.) NewDelhi: New Age International (P) Limited. |
| [28] | Marinkovic, S., Bjekic, D., & Zlatic, L. (2012). Teachers' Competence as teh Indicator of the Quality and Condition of Education. University of Kragujevac, Serbia, 1-16. |
| [29] | Monk, D. H. (1994). Subject matter preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13(2), 125-145. |
| [30] | Moraga, G. Y. (1983). Evaluation of 1982 in-service of secondary school teacher education programmes in Ethiopia. Department of teacher education, Ministry of Education, Ethiopia. |
| [31] | Murnane, R. J., & Phillips, B. R. (1981). Learning by doing, vintage and selection: Three pieces of the puzzle relating teacher experience and teaching performance. Economics of Education Review, 1(4), 453-465. |
| [32] | Musau, L. M., & Abere, M. J. (2015). Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya.International Journal of Education Administration and Policy Studies. Vol. 7(3), pp. 83-89. |
| [33] | Myrberg, E., & Ros, N, M. (2003). Social selection into independent schools in Sweden. Results from PIRLS 2001. Gothenburg: Department of Education. |
| [34] | Naoreen, B., Aslam, S., Nausheen, R., & Arshad, M. (2011). Impact of In-Service Teacher Training on Students' Learning Achievement in Mathematics. International Conference on Social Science and Humanity IPEDR vol. 5(2). pp. 168-174. |
| [35] | Nui. N. W., & Nyacomba, A. (2006). SMASSE Project accessed from www.criced.tsukuba.ac.jp/math/sympo_2006/nui.pdf on 14th April 2013Ornstein, A. C., & Hunkins, F. P. (2002), Curriculum, foundations, principles and issues. United States. |
| [36] | Odhiambo, M. N., & Toili, W. W. (2013). The Implications of the Use ofElectricalCalculators on Students' Performance in Mathematics in Seondary Schools in Kenya. African Journal of Education and Technology, Vol. 3(1), pp. 10-17. |
| [37] | Odumbe, G. A., Simatwa, E. M. W., & Ayodo, T. M. O. (2015). Factors Influencing Student Academic Performance in Day-Secondary Schools in Kenya. A case Study of MigoriSub County. Greener Journal of Educational Research, Vol. 5(3): 078-097, http://doi.org/10.15580/GJER.2015.3.071815099. |
| [38] | OECD (2004). Learning for tomorrow’s world. First results from PISA 2003: OECD |
| [39] | Okumbe, J. A. (1999). Education Management: theory and practice. Nairobi: University Press. |
| [40] | Onasanya, S. A., & Abduliahi, O. E. (2010). Effect of Teacher Effectiveness on Kawara State Secondary School Students' Achievement in Mathematics. Madwell Journals, vol. 5(4), pp. 286-292. |
| [41] | Parker-Stanford, C. (2014). Good English Teachers Improve Math Scores for Students.Stanford University. |
| [42] | Passos, A. F. (2009). A Comparative Analysis of Teacher Competence and Its Effect on Pupil Performance in Upper Primary Schools in Mozambique and other SACMEQ Countries. University of Pretoria. Unpublished PHD Thesis, pp. 38-45. |
| [43] | Rice, J. K. (2010). The Impact of Teacher Experience: Examining the Evidence and Policy Implications. National Center for Analysis of Longitudinal Data in Education Research. Brief 11. pp. 1-8. |
| [44] | Rosenholtz, S. J. (1986). The organizational context of teaching. In Learning to Teach.University of Illinois at Champaign-Urbana. |
| [45] | Sapsford, R., & Jupp, V., (2006) Data Collection and Analysis. New Delhi: SAGE publishers. |
| [46] | Saunders, S. (2008). Measuring and applying the PAKSERV service quality construct: Evidence from a South African cultural context. Manag. Serv. Qual. 18(5), 442-456. |
| [47] | Schwarz, G. (2013). Response Rate in European Business Tendency Surveys. Australian Institute of Economic Research, 1-54. |
| [48] | SMASSE Project Report (2007). Report on the survey of impact of the SMASSE INSET in Kenya. SMASSE, Nairobi. |
| [49] | Trinder, J. C. (2008). Competency Standards - A Measure of the Quality of a Workforce. The International Archives of the Photogrammetry, Remote Sensing and SpatialInformation Sciences.vol. 37(B6a), pp. 165-168. |
| [50] | Wayne, A. J., & Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A Review. Review of Educational Research, 73 (1) 89-122. |
| [51] | Weiers, R. M., (2011) Introductory Business Statistics. South-Western: Cengage Learning. |
| [52] | Zuzovsky, R. (2003). Teachers’ Qualifications and their Impact on Student Achievement: Findings from TIMSS 2003 data for Israel. Center for Science and Technology Education. Tel Aviv University, Tel Aviv, Israel. Pp. 37-62. |
APA Style
Kenaz Rakiro Ochieng, Paul Kiplagat, Stephen Nyongesa. (2017). Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya. International Journal of Secondary Education, 4(5), 44-57. https://doi.org/10.11648/j.ijsedu.20160405.11
ACS Style
Kenaz Rakiro Ochieng; Paul Kiplagat; Stephen Nyongesa. Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya. Int. J. Second. Educ. 2017, 4(5), 44-57. doi: 10.11648/j.ijsedu.20160405.11
AMA Style
Kenaz Rakiro Ochieng, Paul Kiplagat, Stephen Nyongesa. Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya. Int J Second Educ. 2017;4(5):44-57. doi: 10.11648/j.ijsedu.20160405.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijsedu.20160405.11,
author = {Kenaz Rakiro Ochieng and Paul Kiplagat and Stephen Nyongesa},
title = {Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya},
journal = {International Journal of Secondary Education},
volume = {4},
number = {5},
pages = {44-57},
doi = {10.11648/j.ijsedu.20160405.11},
url = {https://doi.org/10.11648/j.ijsedu.20160405.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20160405.11},
abstract = {Secondary school education provides a foundation for acquisition of further knowledge and skills in tertiary institutions of learning. It is a bed-rock where future productive human capital is nurtured to serve the dynamic needs of a nation’s labour market and the economy in general. Education is used to achieve more rapid economic, social, political, technological, scientific and cultural development in a country. In Kenyan education system, mathematics is a compulsory and an examinable subject offered at all levels of learning except for tertiary institutions where it is selective, yet requisite in some courses of study. There is much emphasis on mathematics performance examined nationally by the Kenya National Examinations Council (KNEC) hence necessitating the current study. As a matter of fact, students’ performance in mathematics has attracted attention from various stakeholders and further raised interest in teachers’ qualification in delivering the subject matter. This study ought to establish the influence of teacher competence on mathematics performance in KCSE examinations among public secondary schools in Nyatike Sub-county, Kenya. Teacher competence was conceptualized in terms of teacher educational qualification, teacher training and teacher experience and mathematics performance as the dependent variable. The study was based on three models namely; economical approach, stakeholder theory of management and humanistic-progressive model. The study used a descriptive research design with a survey method and targeted 50 public secondary schools. The researcher used structured questionnaires to collect data from the sampled respondents. The collected questionnaires were then analyzed using SPSS version 20. Both linear regression analysis and Pearson correlation analysis were used and the results presented in tables. The study findings revealed positive correlations between; teacher educational qualifications with mathematics performance, teacher training with mathematics performance, and teacher experience with mathematics performance. However, it was also noted thatsome teachers holding diplomas from reputable colleges such as Kenya Science University College perform better than those with undergraduate degrees from universities.},
year = {2017}
}
TY - JOUR T1 - Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya AU - Kenaz Rakiro Ochieng AU - Paul Kiplagat AU - Stephen Nyongesa Y1 - 2017/01/09 PY - 2017 N1 - https://doi.org/10.11648/j.ijsedu.20160405.11 DO - 10.11648/j.ijsedu.20160405.11 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 44 EP - 57 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20160405.11 AB - Secondary school education provides a foundation for acquisition of further knowledge and skills in tertiary institutions of learning. It is a bed-rock where future productive human capital is nurtured to serve the dynamic needs of a nation’s labour market and the economy in general. Education is used to achieve more rapid economic, social, political, technological, scientific and cultural development in a country. In Kenyan education system, mathematics is a compulsory and an examinable subject offered at all levels of learning except for tertiary institutions where it is selective, yet requisite in some courses of study. There is much emphasis on mathematics performance examined nationally by the Kenya National Examinations Council (KNEC) hence necessitating the current study. As a matter of fact, students’ performance in mathematics has attracted attention from various stakeholders and further raised interest in teachers’ qualification in delivering the subject matter. This study ought to establish the influence of teacher competence on mathematics performance in KCSE examinations among public secondary schools in Nyatike Sub-county, Kenya. Teacher competence was conceptualized in terms of teacher educational qualification, teacher training and teacher experience and mathematics performance as the dependent variable. The study was based on three models namely; economical approach, stakeholder theory of management and humanistic-progressive model. The study used a descriptive research design with a survey method and targeted 50 public secondary schools. The researcher used structured questionnaires to collect data from the sampled respondents. The collected questionnaires were then analyzed using SPSS version 20. Both linear regression analysis and Pearson correlation analysis were used and the results presented in tables. The study findings revealed positive correlations between; teacher educational qualifications with mathematics performance, teacher training with mathematics performance, and teacher experience with mathematics performance. However, it was also noted thatsome teachers holding diplomas from reputable colleges such as Kenya Science University College perform better than those with undergraduate degrees from universities. VL - 4 IS - 5 ER -
Information
Email: