Achievement in Mathematics in relation to other subjects has remained a challenge to many pupils at primary and secondary school levels. Many factors are attributed to pupils’ achievement in Mathematics examinations. These include: school related factors, pupils related factors, subject related factors and teacher related factors. Substantial literature attributes quality of education in schools to educational background and training of the teacher. The main objective of the study was to determine the relationship between teacher absenteeism and achievement in Mathematics among class eight pupils in public primary schools in Vihiga sub-county, Kenya. 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 subcounty formed the target population. The study employed purposive sampling techniques. All the 31 Mathematics teachers from public primary schools in Vihiga subcounty constituted the sample. Quantitative data was collected using a Mathematics teachers’ questionnaire.Reliability of questionnaires was ensured by Chronbach’s alpha and a coefficient of alpha >0.7was reported.Students achievement was assessed using 2020 K.C.P.E results. Descriptive statistics such as frequencies and percentages were used to analyse quantitative data from questionnaires. 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’ absenteeism 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 absenteeism and achievement in Mathematics among class 8 pupils in Vihiga Subcounty.(The chi-square value calculated for teachers’ absenteeism was 6.55. But chi square critical for degree of freedom 1 at significant level 0.05 is 3.84.) The findings of the study were significant since they availed empirical data to guide education planners on issues influencing Mathematics performance in Kenya. They also formed the basis of reference for Mathematics educators and teachers interested in teacher absenteeism and its influence on Mathematics performance in primary schools in Vihiga subcounty. It was recommended that teacher motivation programmes in schools should be improved since they contribute to teacher presence in schools and hence have profound effect on pupils’ achievement in Mathematics.
Achievement in Mathematics, Teacher absenteeism, Teacher motivation, Primary schools.
Ahono Telesia Atetwe "Relationship Between Teacher Absenteeism and Pupils’ Achievement In Mathematics in Primary schools in Kenya" Iconic Research And Engineering Journals Volume 5 Issue 1 2021 Page 232-238
Ahono Telesia Atetwe "Relationship Between Teacher Absenteeism and Pupils’ Achievement In Mathematics in Primary schools in Kenya" Iconic Research And Engineering Journals, 5(1)