Abstract:
The study found the performance determinants of students’ performance in mathematics Kenya certificate ofsecondary education (KCSE) in Nyamaiya division of Kenya. The study employed descriptive survey design ofthe ex-post facto type with a total student population of 151 and 12 teachers. Four validated research instrumentdeveloped for the study were Mathematics Achievement Test (MAT) (r = 0.67), Students Questionnaire (SQ) (r= 0.75), Teachers Questionnaire (TQ) (r = 0.60 and Head teachers Questionnaire (HQ) (r = 0.70). Three researchquestions were answered. The data was analyzed using multiple regression analysis. There was a positivecorrelation among the six independent variables and the dependent measure – mathematics performance(R=0.238; F(6,151)=1.53843; p<0.05). The six variables accounted for 45.6% of the total variance in the independentmeasure (R2 = 0.564). Teachers’ experience (B=0.972, t=2.080; p<0.05), teachers’ qualification (B=0.182,t=2.390; p<0.05), teachers/students’ attitude (B=0.215, t= 2.821; p<0.05) and school category (B=0.064, t=0.352;p<0.05) could be used to predict students’ academic performance in mathematics. It is therefore recommendedthat adequate attention should paid to these variables that can predict students’ performance by the governmentand other stakeholders of education in Kenya.
