The Perception of Secondary School Teachers of Mathematics on Smasse Inservice Training in Gem District, Siaya County in Kenya
The perception of teachers of Mathematics on In-Service Training Programme in Kenya
Chris Okoth Moi University [MPhil. Thesis], P.O. Box 213- 40603 Ngiya Kenya, (osio7418@yahoo.com)
Anne Syomwene (Ph.D), Moi University, Eldoret (syomwene@yahoo.com)
Abstract
There is general agreement that every child should learn Mathematics at school. Due to the importance attached to Mathematics, the Strengthening Mathematics and Sciences in Secondary School Education In-Service Training program was enacted in Kenya from the year 2004 with the aim of improving the performance in Mathematics. However, despite the in-service training program, the performance in Mathematics has remained averagely the same since then. The program that was under investigation is referred in this paper as SMASSE-inset. This study looked at the perception of secondary school teachers of Mathematics on SMASSE-inset program, specifically on its course content and the methods of teaching. The findings indicated that the teachers did not find the content interesting or relevant in improving Mathematics performance and there was minimal consultation with trainees in selection of content. Secondly, the methods of teaching used did not take care of the adult learners needs. The study recommended that SMASSE-inset course content be formulated after thorough consultation with the teachers on the ground as the curriculum implementers who know what ails them. Another recommendation was that teaching methods should adopt more school visits and group work methods to involve the participants.
Key words: Mathematics, in-service education, SMASSE-inset, perception, course content, methods of teaching
Introduction
In Kenya Mathematics subject is compulsory in primary and secondary schools. Mathematics is one of the subjects for which there is pressure on every child to succeed (Cockcroft, 1983). According to Caleb (1992), Howson & Griffiths (1989) argue that Mathematics is known to be of great value to
Chris Okoth Moi University [MPhil. Thesis], P.O. Box 213- 40603 Ngiya Kenya, (osio7418@yahoo.com)
Anne Syomwene (Ph.D), Moi University, Eldoret (syomwene@yahoo.com)
Abstract
There is general agreement that every child should learn Mathematics at school. Due to the importance attached to Mathematics, the Strengthening Mathematics and Sciences in Secondary School Education In-Service Training program was enacted in Kenya from the year 2004 with the aim of improving the performance in Mathematics. However, despite the in-service training program, the performance in Mathematics has remained averagely the same since then. The program that was under investigation is referred in this paper as SMASSE-inset. This study looked at the perception of secondary school teachers of Mathematics on SMASSE-inset program, specifically on its course content and the methods of teaching. The findings indicated that the teachers did not find the content interesting or relevant in improving Mathematics performance and there was minimal consultation with trainees in selection of content. Secondly, the methods of teaching used did not take care of the adult learners needs. The study recommended that SMASSE-inset course content be formulated after thorough consultation with the teachers on the ground as the curriculum implementers who know what ails them. Another recommendation was that teaching methods should adopt more school visits and group work methods to involve the participants.
Key words: Mathematics, in-service education, SMASSE-inset, perception, course content, methods of teaching
Introduction
In Kenya Mathematics subject is compulsory in primary and secondary schools. Mathematics is one of the subjects for which there is pressure on every child to succeed (Cockcroft, 1983). According to Caleb (1992), Howson & Griffiths (1989) argue that Mathematics is known to be of great value to
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