Socio-cultural factors on girls’ performance in Mathematics in the Kenya certificate of secondary education in Kathiani sub-county, Machakos county, Kenya

Abstract

Introduction: In Kenya, Mathematics is a vital subject that is taught as a compulsory subject in basic education and as an optional subject at the tertiary education level. However, its performance by female students in Kenya has been lacking and especially at the Kenya Certificate of Secondary Education (K.C.S.E) examination. Purpose: The purpose of this study was to examine the influence of socio-cultural factors on girls’ performance in Mathematics in K.C.S.E examination in Kathiani Sub- County. In particular, the study examined the location of the school and the teachers’ competence in Mathematics as the main variables. Methodology: This study used descriptive survey design that answers the questions how, what, when, and where about the phenomenon under investigation. The target population included all secondary schools for girls in Kathiani sub-County. The total enrolment of the girls constituted of the target population of the study. The target population of the study comprised of 1804 girls, 87 Mathematics teachers, and 32 principals of secondary schools. Results: The researchers established that students’ who moved least distance daily performed well compared to those who moved long distances. The study also established that teachers who are trained with high grades have been observed to produce students with good grades when compared to teachers who train to be teachers with lower grades. Recommendations: The study recommended that adequate measures should be put in place to have day schools at close proximity of the students. In addition, instructors should develop their own pedagogical methods that would meet the students’ needs for them to excel in the subject.