Teacher – Pupil Ratio and Teaching of Mathematics Concepts Among primary School Grade Three Pupils in Magarini Sub County, Kenya

Teachers have a critical role in the implementation of mathematics curriculum that has an impact on the quality of education for individuals and national future scientific development and innovation. The purpose of the study was to investigate on teacher: pupil ratio and teaching of primary school grade three mathematics concepts in Magarini Sub County, Kenya. The constructivism theory by Jean Piaget’s (1973) guided the study. The study employed descriptive study design. The study had a sample of 12 head teachers and 68 teachers form a target population of 114 head teachers, 180 teachers and selected through stratified and simple random sampling technique. Data was collected by use of questionnaire, interview schedule and observation guide. A pilot study from the neighbouring Malindi Sub County was employed to as certain the instruments validity and reliability. Quantitative data was analysed using descriptive statistics; frequencies, means and standard deviation and findings presented in form of tables. Qualitative data was analysed in prose and narrative. The study established thatmost primary schools have a high teacher: pupil ratio that affects the teaching and acquisition of mathematics concepts among grade three pupils.Analysis of Variance (ANOVA) establisheda mean differences between teacher: pupil ratio and the teaching of primary schools pupils grade three mathematics concepts that were statistically significant; implying that teacher: pupil ratio has an influence on pupils acquisition of mathematics concepts. The study recommended that teacher training colleges should emphasize on equipping teachers with required skills, knowledge and attitude in order to improve their professional efficiency and to enable grade three pupils to acquire the desired mathematics concepts. The study suggested a further study to be conducted at other levels of learning on factors affecting performance of mathematics.