STUDENT FACTORS INFLUENCING NUMBER OF ERRORS IN MATHEMATICS: A SURVEY OF SECONDARY SCHOOLS IN KEIYO NORTH, ELGEYO MARAKWET COUNTY

Abstract

In school, there are many students who struggle with mathematics tests. They seem to understand mathematics concepts but when it comes to tests, they often fail almost in every test. They will make mistakes or seem to forget everything they have been taught and studying student factors influencing number of errors in different mathematics fields is one of the research areas that have attracted little attention among many researchers despite it being relevant at the present. The objectives of this study is set to establish the effects of factors predicting students' number of errors in Mathematics: to establish effect of test anxiety on students’ number of errors in mathematics; to examine influence of absenteeism on students’ number of errors in mathematics; to assess influence of incentives for learning on students’ number of errors in mathematics and to determine influence of study habits on students’ number of errors in mathematics. Behaviorists learning theory by B. F. Skinner was used to inform the study. The study adopted a descriptive research design. The study aimed at collecting information from students on their perception and opinion in relation to factors that causes errors in mathematics in Keiyo North, Elgeyo Marakwet County. The target population composed of 2369 Form 2 and 3 students’ drawn from 21 public secondary schools in Keiyo North, Elgeyo Marakwet County. To select the participants, the simple random sampling technique was used to select 237 Form 2 and 3 students. Data was collected by a student’s questionnaire and document analysis. Content validity was determined using expert advice. Crobanch Alpha of .7 was obtained for the reliability index. The Statistical Package for Social Sciences (SPSS) computer programme version 20.0 package was used to analyse the data. Quantitative data collected was analyzed using descriptive statistical techniques which are frequencies, mean, standard deviation. Pearson correlation was used to show the relationships that exist between the variables. Students, teachers and governments will benefit from this study by understanding which studying behaviors are relevant in reducing errors in mathematics. The findings of the study indicated that test anxiety; class absenteeism and study habit have a positive and significant effect on students’ number of errors in Mathematics. Incentives for learning were also shown to have a significant relationship on students’ number of errors in mathematics. The study found that test anxiety, class absenteeism and bad studying habit induce errors, while Incentives for learning reduces student’s number of errors. Students should seek assistance where they experience difficulty so as to reduce test anxiety during tests, which makes them commit errors. It is necessary for students to avoid missing lessons so as to master the concepts in Mathematics and reduce the number of errors. As a result, it is imperative for schools to avail revision text books to students and give rewards to them whenever they exhibit exemplary performance and is utmost necessary for students to do their homework assignments and work the problems before looking at the solutions.