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Influence of School Category on Students’ Achievement in Mathematics in Webuye West Sub-County in Kenya

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  • Hesborn Chonge

    (Department of Educational Psychology, Moi University, Kenya)

Abstract

Stakeholders in the education sector in Kenya have been concerned about the poor performance in science subjects and notably mathematics over the years. Students’ performance in mathematics and science subjects in examinations administered by the Kenya National Examination Council has remained below expectation. This situation does not favor Kenya in its effort toward developing a scientific and technological culture. More often than not, teachers are blamed for the poor performance and even when the blame is directed to a student, explanation is offered only in terms of the students’ cognitive and intellectual ability. Little or no consideration is given to the fact that the category of the school a child goes to can affect ones achievement in Mathematics. As at now, seemingly knowledge of how certain factors like school category relate to student’s achievement in mathematics is not well known. Therefore, this study makes an attempt to contribute towards filling the existing gap.

Suggested Citation

  • Hesborn Chonge, 2020. "Influence of School Category on Students’ Achievement in Mathematics in Webuye West Sub-County in Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(6), pages 263-265, June.
    • Handle: RePEc:bcp:journl:v:4:y:2020:i:6:p:263-265
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    References listed on IDEAS

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    1. Eisenkopf, Gerald & Hessami, Zohal & Fischbacher, Urs & Ursprung, Heinrich W., 2015. "Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 123-143.
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