Differences In Pupils\' Motivation To Learn Mathematics By Gender And Class Level Among Upper Primary School Pupils In Kericho Municipality, Kenya

Abstract

Mathematics is considered a very important indicator for selection and placement. Though mathematics is important many school pupils perform poorly in national examination.
Education in Kenya is largely examination oriented and therefore the cognitive domain is
mainly emphasized while the affective domain gets little attention. The purpose of the study
was to establish the role of the affective learning domain in the learning of mathematics. The
study particularly looked at pupils\' motivation to learn mathematics (PMLM) and the
differences in the construct by gender and class level. The population of study consisted of
11,783 primary school pupils. A sample of 300 pupil\'s respondent to a validated Likert type
instrument PMLM with reliability index of Cronbach Alpha (α) value of 0.79. The results of the study indicate that upper primary school pupils are positively motivated. The results at
0.05 Alpha (α) significant level indicate that the construct is differentiated by gender and class level. The study recommends that mathematics teachers should come up with effective motivational techniques, help learners to set up personal standards that enhance intrinsic motivation and explain the importance of mathematics and its application in society.

Keywords: Pupils' Motivation, Mathematics, gender

Journal of Technology and Education in Nigeria Vol. 10 (2) 2005: pp. 15-24