Perspective of Teachers on the Influence of Textbook Ratio on Quality Academic Achievement among Girls in Secondary Education in Kisumu County


Perspective of Teachers on the Influence of Textbook Ratio on Quality Academic Achievement among Girls in Secondary Education in Kisumu County


Josephine Adhiambo Agunda, Henry Onderi, Jack Ajowi

Jaramogi Oginga Odinga University Of Science And Technology


American journal of educational research and reviews

A number of studies both quantitative and qualitative have attempted to find out causes of challenges of low achievement in mathematics among girls. There was therefore need to conduct a study to establish the influence of textbook ratio as an independent variable on academic achievement in mathematics among girls at form four level in secondary schools in Kisumu County. Kenya Certificate of Secondary Education examination results of girls who sat for the examinations between 2010 and 2014 constituted the dependent variable. The objective of the study was to establish the influence of textbook ratio on girls’ academic achievement in mathematics at secondary level. Correlation research design was applied to examine the degree of influence between the independent and dependent variable using statistical data. The study was conducted in Kisumu County Kenya. The target population of the study consisted of 142 public secondary schools which presented female candidates for KCSE between 2010 and 2014, 142 Principals, 142 Heads of mathematics department and 390 mathematics teachers who taught the girls under study. Stratified random sampling was applied whereby schools were categorized as girls’ secondary schools and mixed secondary schools. Purposive sampling was done to select all the 18 girls’ secondary schools in Kisumu County while random Sampling was used to select 38 out of 124 mixed secondary schools in Kisumu County. The sample constituted 39% of the study population. Data was collected using questionnaires, interviews and document analysis guide. Instruments of data collection were validated by the researcher’s supervisors and reliability of the instrument was established through test retest method by carrying out a pilot study in 5 schools which were not part of the study sample. Quantitative data was analyzed using descriptive statistics in form of frequency counts, percentages, means, Pearson’s Product Moment Correlation and regression analysis. Qualitative data from interview schedule was analyzed by using thematic analysis. Statistical Package for Social Sciences (SPSS) version 22 was applied to assist in analyzing data. The findings of the study concluded that there was a negative relationship between textbook ratio and academic achievement in mathematics. The study recommended that only mathematics textbooks approved by the Ministry of Education should be availed for use and a textbook ratio of 1:1 should be strictly adhered to.


Keywords: Textbook ratio, Quality Academic Achievement, Public Secondary Schools, Secondary School Education


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How to cite this article:
Josephine Adhiambo Agunda, Henry Onderi, Jack Ajowi. Perspective of Teachers on the Influence of Textbook Ratio on Quality Academic Achievement among Girls in Secondary Education in Kisumu County. American Journal of Educational Research and Reviews, 2018,3:36. DOI:10.28933/ajerr-2018-09-2101


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