Challenges Facing Teachers In Utilizing Instructional Resources When Teaching Mathematics In Public Secondary Schools In Nairobi County, Kenya

ABSTRACT

It has been observed that mathematics teachers rarely utilize a wide variety of instructional media as expected from their pre-service and in-service training (Oirere, 2008). There was need to establish the challenges these teachers faced in utilizing instructional resources. This study sought to find; i) the challenges facing mathematics teachers in utilizing instructional resources in teaching the subject in Nairobi County ii) the status of in-service training of mathematics teachers in Nairobi County iii) possible solutions to the challenges facing mathematics teachers in utilizing instructional resources and iv) suggestions for further research. Descriptive survey research design was adopted. The target population was 80 public secondary schools in the County. The population was sampled using stratified sampling techniques to include all categories of schools in the study and then proportionately sampled to give a sample size of 10 public secondary schools. The categories of schools included both girls and boys day and boarding schools as well as County/National schools. Five mathematics teachers were selected from each school yielding a total of 50 respondents. Data was collected using Mathematics Teachers‟ Questionnaire (MTQ). Classroom Observation Schedule (COS) was also used to investigate the types of instructional resources used and the frequency of their use. Two observations were done in every school in the sample. Form three classes were chosen because they are known to be well adjusted to their school systems. The validity and reliability of the instruments were enhanced by a pilot study. Data collected was analyzed using Statistical Package for Social Sciences (SPSS) and then presented in the form of frequency tables and percentages. The significant challenges facing teachers in utilizing instructional resources in teaching mathematics included; inadequate instructional resources, inadequate teacher professional development, heavy work load and large class sizes. The study further found out that most of the teachers interviewed were qualified and had been trained on the use of instructional resources in teaching but follow-up mechanisms like in-service training were inadequate. The results of the study would be of benefit to mathematics curriculum developers, mathematics teachers, higher institutions of learning, secondary school students and teacher trainers. Based on the findings, the study recommended that mathematics teachers should be in-serviced regularly on the use of practical approaches to teaching mathematics and follow up mechanisms on implementation of aspects taught to be put in place. A similar study was recommended in both public and private secondary and primary schools in other Counties.