Influence of ASEI-PDSI pedagogy on pupils’ performance in KCPE mathematics in public primary schools in Kajiado sub county, Kenya
Wambugu, Zainab Wanjiru
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Learner-centred pedagogy is the hallmark of the ASEI-PDSI approach. The SMASSE/SMASE ASEI-PDSI pedagogy is an innovative approach that aims at shifting classroom practices from content based to activity-focused teaching and from teacher centered to learner-centered. Despite the use of the innovative approach, the KCPE grades in mathematics have remained persistently below average among public primary schools in Kajiado North Sub County. The purpose of the study was to examine the influence of ASEI-PDSI pedagogy on pupils’ performance in KCPE mathematics in public primary schools in Kajiado North Sub County, Kenya. The study specifically aimed at assessing the influence of teachers’ use of ASEI-PDSI pedagogy, head teachers’ supervision of teachers’ use of ASEI-PDSI pedagogy, and teachers’ attitude towards the use of ASEI-PDSI pedagogy on pupils’ performance in KCPE mathematics in public primary schools in Kajiado Sub County. The study was anchored on Brunner theory of constructivism. The study adopted cross-sectional survey research design. The study targeted 14 head teachers and 39 mathematics teachers. Through census sampling technique, all the 14 head teachers were sampled while simple random sampling was used to sample 28 mathematics teachers. Data were collected through teachers’ questionnaires, head teachers’ interview schedule, and mathematics lesson observation rating scale. Pilot testing involved teachers and head teachers from the neighbouring Kajiado East Sub County. The content and construct validity of the data collection instruments was ascertained by presenting the instruments for scrutiny by the researcher’s two university supervisors. By computing Cronbach’s alpha coefficient, the reliability of the teachers’ questionnaire was estimated and found to be sufficient. Data were analysed by both descriptive and inferential statistics. Descriptive statistics involved frequencies, means, standard deviations and percentages. The three null hypotheses of the study were tested using multiple regression analysis. The study found that despite the SMASE training, most of the teachers hardly used ASEI-PDSI approach, while head teachers supervision of ASEI-PDSI pedagogy was almost none existence. However, most of the teachers had positive attitude towards the ASEI-PDSI pedagogy. The study found that independent variables contributed 62.7 % of variance in pupils’ KCPE performance in mathematics (R2 = 0.627). Mathematics teachers’ use of ASEI-PDSI pedagogy had the most significant relative influence to the prediction of pupils’ KCPE performance in mathematics (β = 0.458, p < 0.05) followed by the head teachers’ supervision of ASEI-PDSI pedagogy implementation (β = 0.413, p < 0.05) while the teachers’ attitude towards ASEI-PDSI pedagogy had the least and insignificant influence (β = 0.118, p = 0.017). The study findings would be significant to teachers, head teachers, CSOs, SMASE management and MOE, as they explore on how to improve and sustain quality grades in primary mathematics. The study recommended that, MOE entrench ASEI-PDSI pedagogy in mathematics and science in teachers training curriculum to ensure continuity of the novel approach.
Africa Nazarene University