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dc.contributor.authorKiplagat, Paul
dc.contributor.authorRole, Elizabeth
dc.contributor.authorMakewa, Lazarus Ndiku
dc.date.accessioned2018-11-20T11:54:42Z
dc.date.available2018-11-20T11:54:42Z
dc.date.issued2012
dc.identifier.citationKiplagat, P., Role, E., and Makewa, L.N. (2012), “Teacher commitment and mathematics performance in primary schools: A meeting point!”, International Journal of Development and Sustainability, Vol. 1 No. 2, pp. 286–304. (PDF) Teacher Commitment and Mathematics Performance in Primary Schools: A Meeting Point!. Available from: https://www.researchgate.net/publication/235934858_Teacher_Commitment_and_Mathematics_Performance_in_Primary_Schools_A_Meeting_Point [accessed Nov 20 2018].en_US
dc.identifier.issn2168-8662
dc.identifier.urihttp://ir.jooust.ac.ke:8080/xmlui/handle/123456789/2906
dc.descriptionwww.isdsnet.com/ijdsen_US
dc.description.abstractThis study examined the phenomenon of teacher commitment and its relationship with pupil’s academic performance in primary school mathematics. The study was conducted in western region of Kenya where 280 class 8 pupils and 74 mathematics teachers participated. The researchers made use of causal-comparative research design. Stratified, random and purposive sampling techniques were used to get the sample for the study. Data collection was done using a self-constructed questionnaire which had been validated and subjected for a pilot study and its reliability determined. Each subscale of the questionnaire yielded a Cronbach’s alpha reliability coefficient of 0.60 and higher and data analysis was done using descriptive and inferential statistics (t-test). The study revealed that the majority of mathematics teachers in public day primary schools of western region of Kenya were trained with a teaching experience of between 11–20 years. However, there was an average rating on the following variables believed to be related to teacher commitment: teacher preparations, teachers’ use of learning resources, teaching strategies and assessment methods. Further, teachers from high performing schools rated assessments in mathematics, teacher preparations, teachers’ use of learning resources and teaching strategies, higher than the low performing schools.en_US
dc.language.isoenen_US
dc.publisherInternational Society for Development and Sustainabilityen_US
dc.subjectTeacher commitmenten_US
dc.subjectTeacher preparationsen_US
dc.subjectAssessmenten_US
dc.subjectAcademic performanceen_US
dc.subjectMathematicsen_US
dc.subjectKenyaen_US
dc.titleTeacher commitment and mathematics performance in primary schools: A meeting point!en_US
dc.typeArticleen_US


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