Thesis:
Constructivism instructional approach on students’ achievement in mathematics in secondary schools in Mandera central sub county, Kenya

Abstract

The performance of students in mathematics in the national examinations in Kenya had progressively been low. Despite the efforts made to change this trend, there is still low performance in mathematics. The condition is even worse and dire in Mandera Central Sub-County. This was the basis upon which the current study was designed. The study aimed to investigate the influence of the constructivism instructional method on student’s achievement in Mathematics in Secondary Schools. The objectives of the study were: to evaluate the influence of engagement, exploration, explanation, and elaboration on students' achievement in mathematics in secondary schools in Mandera Central Sub-county, Kenya. The theories used in the study are individual constructivist theory, social constructivist theory, Jerome Bruner constructivist theory, and Moos theory of educational environments. A mixed research methodology was used. The experimental research design was adopted. The study population was 2573 respondents in total who comprised teachers (120) and students (2453) from 3 boys’ schools, 3 girls’ schools, and 3 mixed schools within Mandera Central Sub-county in Kenya. The random sampling approach was used in the selection of students. A sample of 22 respondents was selected. To determine the validity of the tool, a panel of experts in Mathematics was used. Quantitative data obtained analysis was by use of descriptive statistics, the SPSS-24 was used and it was presented using percentage, mean, standard deviation, and frequencies. The results were displayed by use of charts, bars and graphs. To communicate the study findings SPSS was applied. Data collected form open ended questions was analyzed using the content analysis method. The findings indicated that learners educated by use of constructivist method had higher mathematics achievement since they had a high score in mathematics in comparison to the students taught by use of the traditional method. Also, learners taught in a constructivist learning surrounding understanding had highly improved as well as their abilities compared to other abilities like skills and knowledge at 30 percent. The study conclusion was that constructivist teaching approach is appropriate in ensuring learner’s achievement in mathematics and so ought to be included for practice in learning institutions to achieve enhanced performance in Mathematics.

Cite this Publication
Majiwa, C. (2021). Constructivism instructional approach on students’ achievement in mathematics in secondary schools in Mandera central sub county, Kenya. Mount Kenya University. https://erepository.mku.ac.ke/handle/123456789/6250

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Mount Kenya University