DOI: 10.36347/sjahss.2019.v07i10.004

Pages: 686-693

The purpose of this study was to assess the effects of Mathematics Teachers’ Pedagogical knowledge on achievement in Mathematics among secondary school pupils in Kakamega County, Kenya. Specific objective of the study was to assess the association between Mathematics teachers’ level of knowledge in pedagogy of Mathematics instruction and students’ achievement in Mathematics. The study was guided by the Technological Pedagogical and Content Knowledge (TPACK) theory, and was implemented using descriptive survey research design, via mixed methods approach. Target population was 801 Mathematics teachers in public secondary schools in Kakamega County. A sample of 80 Mathematics teachers was selected by multistage sampling; a combination of purposive and simple random sampling procedures. Research instruments included; a questionnaire, an observation checklist, and document analysis guide. Data collected were analyzed using descriptive and inferential statistics. Descriptive statistics involved frequency counts, means, standard deviations and percentages while inferential statistics involved Pearson’s correlation. Qualitative data were however analyzed thematically. Results revealed that there was a strong positive association between Mathematics teachers’ level of knowledge in pedagogy of Mathematics instruction and student achievement in Mathematics. The findings have important implications in Mathematics education and are of practical value to the Teachers Service Commission, the Ministry of Education and Principals of secondary schools, as they provide useful facts and figures that may be used to formulate policy on how Mathematics instruction should be implemented in the current curriculum, in order to improve the current students’ low achievement in the subject.