The Learner as a Focal Point in Enhancing Mathematical Proficiency at Junior Secondary Schools in Suna East Sub-County, Migori County, Kenya

Abstract

ABSTRACT This study examined the relationship between learner-based factors and mathematical proficiency among Grade 9 learners in Junior Secondary Schools in Suna East Sub-County, Kenya. Guided by Social Cognitive Theory, the study adopted a mixed-methods approach, combining a correlational quantitative strand with qualitative interviews and focus-group discussions (FGDs). The sample comprised 276 Grade 9 learners, 23 Mathematics teachers and 23 school administrators. The 23 Mathematics teachers completed the questionnaires, while administrators participated in interviews and learners in FGDs. Quantitative data were analyzed using descriptive statistics and Pearson’s product-moment correlation, while qualitative data were analyzed thematically. Teacher responses indicated generally positive perceptions of learners’ confidence, self-belief, self-regulation, concentration, interest and persistence, although Mathematics anxiety was also evident. FGD and interview findings reinforced themes of confidence and self-belief, self-regulated learning, emotional engagement and anxiety, and motivation and persistence. The study highlights learner-based factors as important dimensions of Mathematics learning, while the reported Pearson correlation (r = .386, p = .749) requires verification against the original SPSS output before the inferential finding is considered final.