INSTRUCTIONAL STRATEGIES APPLIED BY MATHEMATICS TEACHERS AND THEIR INFLUENCE ON PERFORMANCE IN PROBABILITY IN SECONDARY SCHOOLS, NAIROBI CITY COUNTY, KENYA

Abstract

This study sought to evaluate the instructional strategies applied by Mathematics teachers in teaching Probability in secondary schools in Nairobi City County. The study was guided by the four (4) objectives; to identify the types of instructional strategies used by Mathematics teachers in teaching Probability; to investigate the extent to which instructional strategies used by Mathematics teachers enhance learners’ performance in Probability; to assess learners’ performance in Probability by gender; and to investigate the considerations that teachers make when selecting instructional strategies for teaching Probability. The study adopted the descriptive survey research design. Purposive and simple random sampling was employed to select the sample. The sample size was 140 Form three students. Key informants were 14 Mathematics teachers and seven heads of departments.  The study instruments were: questionnaires, unstructured interviews for teachers, Observation checklist and a Probability achievement test for students. A pilot study was done in a school with similar characteristics as those in the sample. The results from the pilot study were used to determine the validity and reliability of the data collection instruments. The data from the pilot study was coded and entered into the computer and reliability results with the help of the SPSS produced a coefficient of α =0.7767. The data collection was in two phases. In the first phase the researcher distributed questionnaires to the teachers. In the second phase the researcher observed the teachers in the classroom teaching Probability, conducted an interview with the Heads of Mathematics Departments and administered a test on Probability to learners. Data from the actual study was analyzed by use of both qualitative and quantitative methods. Quantitative data collected was analyzed and presented in percentages, pie charts, and frequency distribution tables. The study findings indicated that Mathematics teachers use different instructional strategies while teaching Probability. The performance outcome from the test on Probability showed that different instructional strategies used by the teachers influence the students’ performance in the Probability. The study concluded that teachers’ instructional strategies determine learners’ performance in Probability. The findings of the study indicated that Mathematics teachers have to choose their instructional strategies carefully while preparing to teach the Probability in order to enhance performance. The results of this study would be useful to Mathematics teachers, leaders in education, and curriculum developers.