International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 2(7), pp. 152-159, August, 2014.

ISSN: 2360-7866

 DOI: 10.14662/IJARER2014.035

Full Length Research

Relationship Between SMASE-Trained Teachers’ Factors and Primary School Pupils’ Mathematics And Science Achievement in Murang’a County, Kenya

Michael W. Gachahi¹, Gerald N. Kimani¹, Boniface Ngaruiya²

¹Maasai Mara University, P.O. Box 861 Narok, Kenya

²Department of Educational Communication and Technology, University of Nairobi, P.O. Box 30197, Nairobi, Kenya. Corresponding author’s email address: bngaruiya@uonbi.ac.ke

Accepted 4 August 2014

This study investigated the relationship between SMASE-trained teachers’ factors and pupils’ achievement in Mathematics and Science in primary schools in Murang’a County. Correlational research design was adopted in this study. Stratified random sampling was used to ensure that rural and urban schools in the County were represented. One hundred and nine teachers participated in the study. Four research instruments that included teachers’ questionnaire, a lesson observation guide and two achievement tests, one in Mathematics and the other in Science, were used in the study. Chi square and Pearson Correlation Coefficient were used to test the null hypotheses (α =.05). The study found that SMASE-trained teachers’ gender, teaching experience and level of application of SMASE skills were not significantly related to students’ academic achievement.

Key words: SMASE skills, gender, teaching experience, level of application, classroom practices.






 

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