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.
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: firstname.lastname@example.org
Accepted 4 August 2014
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.