Abstract:
In collaboration with Japan, the Government of Kenya embarked on the implementation of
Strengthening of Mathematics and Science Education (SMASE) inservice programme In all
primary schools from 2009. This was a five-year programme aimed at improving pupils’
achievement in Mathematics and Science. However, the effects of this programme on pupils’
achievement remained unraveled. This study sought to determine the relationship between
headteachers’ and SMASE-trained teachers’ variables and pupils’ achievement in Mathematics
and Science in primary schools in Murang’a County, Kenya. A sample of 39 headteachers, 390
standard eight pupils from 393 public primary schools in Murang’a County and 117 teachers was
selected. Data was analysed using Chi Square (χ²) tests and Pearson’s correlation coefficient.
This study established that headteachers’ gender, administrative experience and perceptions
towards SMASE in-service programme had no statistically significant relationship with pupils’
achievement in Mathematics and Science. This study further established that SMASE-trained
teachers’ perceptions towards SMASE in-service programme and teachers’ level of application
of SMASE skills did not significantly influence pupils’ achievement in Mathematics and Science
in primary schools in Murang’a County, Kenya
Description:
A Thesis Submitted to the School of Education in Partial Fulfillment of
the Requirements for the Award of the Degree of Doctor of Philosophy in
Curriculum Studies of Maasai Mara University, August 2014
