CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

This chapter presents the methodology which consists of the research design, area of study, study population, sample population and selection, sampling technique, data collection method, data quality control, data collection procedures and limitations of the study.

3.1 Research design

A descriptive research design will be presented; emphasizing both what is raised in the literature and the opinions of respondents about the causes of poor performance in mathematics, the study will include both qualitative and quantitative designs. Qualitative approach: this approach gathers information based on an in depth understanding of human behaviour and the resources that govern the behaviour depending on the why and how of decisions making based on theoretical analysis and assumptions of the respondents.

3.2       Area of the study

The study will be carried out at Busana Sub County, Kayunga district.

3.2       Study Population and Sample Size

The study will target school administrators, Teachers, Head teachers and pupils.

  Table: Sample size of the respondents

Source: Primary data

3.3       SAMPLING TECHNIQUES

According to (Amin, 2005) sampling involves selecting a sample of the population in such a way that samples of the same size have equal chances of being selected.

The respondents will be selected using purposive sampling techniques. Berg (2006) purposive sampling, the researcher chooses the sample based on where they think would be appropriate for the study. A Purposive sampling technique will be used because it’s cheap.

3.4 DATA SOURCES

Source of data will be from both primary and primary sources.

• Primary data

Primary data will be obtained from the questionnaires administered on the target respondents to gain opinions and practices on Causes of poor performance in mathematics in primary schools in Busana Sub County.

• Primary sources

Primary data is data which has been collected by individuals or agencies for purposes other than those of a particular research study. It is data developed for some purpose other than for helping to solve the research problem at hand (Bell, 1997). This will comprise of literature related to factors affecting performance in mathematics in relation to the case study. Primary data will be sourced because it yields more accurate information than obtained through primary data, and it is also cheaper

3.5 Data Collection methods and instruments

The major instruments for data collection will be questionnaires and interview guide. Surveys will be just one part of a complete data collection and evaluation strategy. The major method of data collection for the study will be the survey, which will be done using selected instruments like questionnaires. The questionnaire will provide respondents with ample time to comprehend the questions raised and hence, they will be able to answer factually.

3.5.1 Questionnaires

The questionnaire will be used to collect quantitative data. The researcher will administer the questionnaires to different respondents; Respondents will read and write the questionnaires themselves. The questionnaires will be close ended and will be considered convenient because they will be administered to the literate and its anonymous nature will fetch unhindered responses.

3.5.2 Interviews

Qualitative data will be collected from the informants using interviews. The interview guide will be structured. The interviews will be held with school Head teachers, and will take approximately thirty to sixty minutes. This will be used since it’s the best tool for getting first-hand information /views, perceptions, feelings and attitudes of respondents. Both formal and informal interviews will be used to get maximum information from the different respondents to participate in the research.

3.6 RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS

The instrument will be taken to the supervisor to check its correctness there after pretesting study will be carried out to find out if it measures what it is meant to for.

3.7 DATA PROCESSING AND ANALYSIS

The raw data will be coded, edited, and arranged ready for analyzing only completed raw data will be analyzed using statistical tables and graphs.

3.8 ANTICIPATED LIMITATIONS OF THE STUDY

Financial constraint, cash flow may not flow as   expected but this will not affect the study. Respondents may delay in filling the questionnaire and fear to give information, but they will be persuaded that the information will be kept secret.

CHAPTER FOUR

PRESENTATION, ANALYSIS, INTERPRETATION

OF FINDINGS

4.0Introduction

This chapter presents the results in reference to objectives in chapter one. Gender of respondents, Age of respondents, education level of respondents, and the study presented and analyzed in accordance to study objectives.

4.1 Findings on the demographic characteristics of respondents

4.1.1 Findings on the gender of respondents

Table 2: Showing gender of respondents

Source: primary data

According to the results in the study56.9% of the respondents were males , while only 43.1% were females.

Source: primary data

The pie chart above further demonstrates that the men were more than women in the response percentage.

4.1.2 Findings on the Age category of respondents

Table 3: Showing Age category of respondents

Source: primary data

According to the findings from the table above majority of the respondents were in the age category of 11-12 years, this is because most of the respondents were pupils of the different schools in Kayonza sub county, this was helped the researcher get information from the respondents who actually experience the situation at the ground , therefore the information they gave was accurate, however the results also further indicates that 17.6% of the respondents were in the age category of 30-39 years, while the 15.7% of the respondents were in the age bracket of 19-29 years , the mature respondents were 7.8% and they were in the age bracket of 40 years and above , these mature respondents were mostly Head teachers and teachers , this helped to give information to the researcher since they have a general knowledge on the events of the school.

4.1.3 Findings on the number of year’s teachers have worked

Table 4:  Showing the number of years teachers have worked

Source: primary data

According to the results in the table above 38% of the teachers have worked for more than 11 years, 29% have worked for 5-10 years and only 19% have worked for 1-4 years , these results indicates that most of the teachers have enough experience and skills regarding the causes of poor performance in mathematics in primary schools in busana sub county.

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4.1.3 Findings on qualification of head teachers and teachers

Table 5: Showing the academic qualification of Head teachers and teachers

Source: primary data

According to the results in the study57% of the Teachers and head teachers were Grade V, 29% were Grade 111 and only 14% were Graduates , this indicates that most of the teachers and Head teachers are well educated and therefore they can deliver quality Educational services to the pupils.

4.2 To examine whether the teaching and learning environment is conducive for effective teaching and learning to take place.

Table 6: Showing whether the teaching and learning environment is conducive for effective teaching and learning to take place.

Source: primary data

According to table above majority of the respondents indicates that 70% of the respondents disagreed that there enough desks in class rooms, 20% also hold the same view, 5% disagreed and only 5% strongly disagreed.

The study further indicates that 65% of the respondents assert that lack of classrooms in schools affects performance, 15% also support the same view, and only 5% of the respondents disagreed with the findings.

The findings indicates that There are few Mathematics text books available this was supported by 60% strongly agreed , 35% agreed and only 5% strongly disagreed.

According to the results in the study 55% of the respondents assert that Environmental surrounding affects performance of pupils, 35% agreed , while 5% disagreed and the remaining 5% strongly disagreed.

The findings in the study shows that Schools with good environmental surrounding have better performance, this was supported 60% of the respondents strongly agreed, 40% agreed, and none of the respondents disagreed or strongly disagreed.

The study further demonstrates that 55% of the respondents assert that There are no computers in school and only 25% of the respondents disagreed.

The study indicates that 65% of the respondents hold the view that Mathematics facilities are not available  , 35% of the respondents also support the view, while 5% were neutral and none of the respondents was neutral.

4.3 Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Table 7: Difficulties faced by teachers and pupils in the teaching and learning of mathematics subjects in primary schools.

Source: primary data

The findings in the study shows that 60% of the respondents assert that Pupils do not have the necessary requirements, 35% of the respondents also share the same view and only 5% strongly disagreed.

According to the results in the study 65% of the respondents strongly agreed that Rural environment leads to poor performance of pupils which affects teaching and learning, 15% also agree, 10% disagreed and the remaining  5% strongly agreed.

The findings in the study indicates the living conditions of pupils affects academic performance, this was supported by 60% of the respondents strongly agreed and only the remaining 40% also agreed and none of the respondents disagreed or strongly disagreed.

According to the findings in the study the results indicates that Children from poor families perform poorly in academics, this is supported by the fact that 55% strongly agreed, and only 35% strongly agreed only 5% disagreed and the remaining 5% also strongly disagreed.

According to the results in the study 70% of the respondents hold the view Schools in towns perform well, only 5% disagreed and only 5% strongly disagreed, this shows that schools in urban areas perform better than rural schools.

4.4 The solutions to enhance better performance in mathematics

Table 8: Findings on the solutions to enhance better performance in mathematics

Source: primary data

The results in the study shows that Ensuring daily teachers attendance is essential in improving pupil performance this is because the teachers will have enough time with the pupils , this was stated by 60% of the respondents , and only 5% strongly disagreed.

The findings in the study shows that 65% of the respondents assert that Encouraging reading culture among pupils enhances better performance among them, only 10% disagreed and the remaining 5% strongly disagreed, while none of the respondents disagreed.

According to the findings in the study most of the respondents hold the view that Ensuring that the library is well stocked is essential in ensuring that leaner’s performance in primary schools is enhanced, 70% strongly agreed and 20% agreed , this indicates that most of the respondents hold the view.

The study indicates that Exposing pupil to books for reading is essential in ensuring that pupils perform well in academics this was supported by 55% of the respondents, 35% agreed and only 5% disagreed and only the remaining 5% strongly disagreed.

According to the results in the study Supporting pupils with disabilities is essential in ensuring that leaner’s performance is greatly enhanced, this was supported by 60% of the respondents and none of the respondents disagreed or strongly disagreed.

According to the findings in the study most of the respondents assert that Provision of text books to pupils is imperative in improving the performance of pupils in primary schools 65% of the respondents strongly agreed and none of the respondents disagreed or strongly disagreed.

CHAPTER FIVE

DISCUSSION OF FINDINGS

5.0 Introduction

The study aimed at establishing causes of poor performance in mathematics in primary schools in Busana Sub County. The study was guided by research objectives and the researcher summarized the findings in consistence to the research objectives.

5.1 Discussion of findings

5.1.1 Showing whether the teaching and learning environment is conducive for effective teaching and learning to take place.

The results in the study shows there are not enough desks in class rooms, this is also in line with Chonjo et al, (1996)  the learning environment includes all the facilities, infrastructure available at the place where the school is located and all that can be found within the school surroundings. For the case of this study, the learning environment refers to the physical location, teaching delivery as well as approaches to learning whereas the term infrastructure is used to refer to things such as classrooms, furniture, laboratory and the library.

The results in the study indicates that lack of classrooms in schools affects performance, this is also in line with Butts, (1977) who indicates that performance is the accomplishment of a given task measured against preset standards of accuracy, completeness, cost and speed. Education performance is deemed to be the fulfillment of an objective in a manner that ensures that the performer has attained the set goals in the given level of education. Performance in education is always accompanied by an academic certificate to show that the performer has successfully completed the grade or course and has attained the stated grades.

According to the findings in the study pupils who study in rural school perform poorly this shows that there is high level of poor performance in rural schools this vie