Effectiveness of Integrating Science Process-Skills in Teaching on Students’ Attitudes towards Mathematics in Secondary Schools in Tharaka-Nithi County- Kenya.

Abstract

Science process skills are basic concepts to nurture cognitive and affective skills akin to problem solving abilities, creativity and favourable attitudes towards science and mathematics. Mathematics is a product of man's natural inquiry which awakens logical thinking contrary to accumulation of facts to satisfy man’s curiosity to subdue the environment. Attitude is a psychological construct with a sociological perspective inferred from observable responses to a given stimulus. The study investigated the effectiveness of integrating science process-skills in teaching mathematics on attitudes in secondary schools in Tharaka-Nithi County, Kenya. The study utilized Solomon Four Group Design where the eight schools participated with 328 respondents. Stratified random sampling was used to draw eight schools involved in the study where four were Boys’ schools and other four Girls’ schools. The reliability coefficient of Students' Mathematics Attitudinal Questionnaire (SMAQ) was estimated at 0.77 Cronbach’s alpha. Data analysis was facilitated using a Statistical Package for Social Sciences (SPSS) Version 19.0. Descriptive statistics like means, percentages and standard deviation together with inferential statistics such as t-test, and ANOVA) were utilized. Hypothesis was tested at α = 0.05 level of significance. The study findings established that integration of science process-skills in teaching mathematics significantly improved the students’ favourable attitudes amongst students. The study recommended all stakeholders including: policy makers, curriculum developers and teachers to embrace science process skills for meaningful learning. Suggestions are offered on how integration of science process skills in teaching mathematics to nurture students’ potentiality in self-esteem and favourable attitudes for computational skill in mathematics.