DOI: 10.36347/SJPMS.2019.v06i11.001

Pages: 167-173

Mathematics as a subject has defined axioms, theories, principles and structures that can be manipulated according to a formal system. It has its own language, and helps to develop the power of logical thinking and accuracy. However, according to Piaget (1936), cognitive development in children occurs as a result of the experience with the environment. A mathematics laboratory would provide such concrete objects to be used as teaching aids. This study followed up records of fifteen students from the same primary school that joint different secondary schools. Performance in mathematics for these fifteen students was recorded and analyzed. Results show that of the fifteen students, those who joint secondary schools that had a mathematics laboratory performed better on average than those students who joint schools that had no mathematics laboratory. Further analysis of the results using ANOVA revealed that the difference in performance between the two sets of students was significant at 0.001. It is therefore recommended that all secondary schools in Kenya provide a mathematics laboratory for its learners. Keywords: Mathematics Laboratory School Students.