Petronilla Kahenya, Jessina J. M. Muthee, Mathew Karia


The purpose of this study was to examine the impact of teacher factors on the Mathematics performance of learners with dyscalculia in public primary schools in Starehe Sub-county, Nairobi City County. The study was guided by the social development theory of learning by Vygotsky (1978). The study was a mixed-method research applying a descriptive survey design. The target population was class seven pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county. A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used. The purposive sampling technique was used to select teachers where only Mathematics teachers for class seven were sampled. A simple random sampling technique was used to select the learners. Data from the teachers was collected using a questionnaire. On the other hand, data from the pupils was collected using the Dyscalculia Screening Tool (Wechsler Intelligence Scale for Children - WSIC III). School records were also examined to assess pupils’ Mathematics performance. Quantitative data were analyzed through descriptive statistics of frequencies, percentages and mean with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative findings. Findings indicated that most teachers had a strong positive attitude towards Mathematics and their teaching profession in general which on stood at a mean of 4.4 on a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’ Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study concludes that although the majority of the Mathematics teachers in public schools in the sub-county have vast teaching experience, few have acquired formal training in special needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics performance in public primary schools. Teachers’ academic qualifications also affect the pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude, teachers’ workload and teaching experience. The study recommended that the government, through the Ministry of Education, need to consider organizing in-service training for primary school teachers with Mathematics learning disabilities.


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