Arego, Christine and Wamocha, Lydia and Majanga, Eunice (2022) Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya. British Journal of Education, 10 (6). pp. 67-78. ISSN 2054-6351(Print),2054-636X (Online)
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Abstract
Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education stakeholders concerning the implementation of ASEI-PDSI approach to improve performance of Mathematics
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 20 Jun 2022 04:03 |
| Last Modified: | 20 Jun 2022 04:03 |
| URI: | https://tudr.org/id/eprint/591 |
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