Achievement in Mathematics in relation to other subjects has been a challenge to many pupils at primary and secondary school levels. There are many factors attributed to pupils’ achievement in Mathematics examination such as: school related factors, pupils related factors, subject related factors and teacher related factors. This study set out to determine the relationship between teachers’ control behaviour and pupils’ achievement in Mathematics by class eight pupils in public primary schools in Vihiga sub-county in Vihiga County, Kenya. The objective of the study was to investigate the relationship between teachers’ control behavior and primary school pupils’ achievement in Mathematics in Vihiga sub-county. The 2020 K.C.P.E. exam Mathematics’ scores were used as a measure of teachers’ contribution towards pupils’ academic achievement. The study was conducted through causal comparative research design. All 31 Mathematics teachers of 2020, class 8 public primary schools in Vihiga sub-county formed the target population. The study employed purposive sampling procedures. All the 31 Mathematics teachers from public primary schools in Vihiga sub-county constituted the sample. Data was collected using a Mathematics teachers’ questionnaire generated by the researcher and administered personally. Reliability of the questionnaire was ensured by Cronbach’s alpha and a coefficient of alpha >0.7 was reported. A Pilot study was first carried out in three of the schools outside the study sample. Mathematics educators reviewed the instrument for content, face and construct validity and found it valid. Data on achievement was translated to frequency counts and percentages which were presented in contingency tables. The chi square statistic was used to establish the relationship between teachers’ control behavior and its contribution to pupils’ achievement in Mathematics at a significant level of 0.05.The findings of the study showed that there was a statistically significant relationship between teacher’s control behavior and pupil’s achievement in Mathematics. The findings of the study were significant since they provided empirical data which formed the basis of reference for Mathematics educators and teachers interested in teacher’s control behaviour and its influence on Mathematics performance in primary schools in Kenya. It was recommended that programmes that can boost teachers’ control behavior be improved in schools since its contribution to pupils’ achievement in Mathematics is profound.
Control behaviour, contribution, Mathematics achievement, Primary schools.
Ahono Telesia Atetwe "The Relationship Between Teachers’ Control Behaviour and Primary School Pupils’ Achievement in Mathematics in Kenya" Iconic Research And Engineering Journals Volume 5 Issue 1 2021 Page 223-231
Ahono Telesia Atetwe "The Relationship Between Teachers’ Control Behaviour and Primary School Pupils’ Achievement in Mathematics in Kenya" Iconic Research And Engineering Journals, 5(1)