DEVELOPING A FRAMEWORK FOR THE SCHOOL ON HOW TO IMPROVE ON QUALITY GRADES FOR MATHEMATICS FOR THE BETTER PERFORMANCE.A CASE STUDY OF ST JOSEPH’S BOYS HIGH SCHOOL, KITALE

Abstract

Mathematics performance refers to how well students achieve or demonstrate proficiency in mathematics. This can be assessed through various indicators, including academic grades, test scores, and problem-solving skills. This research aimed to develop a framework to improve mathematics performance at St. Joseph's Boys High School in Kitale, Kenya. The study sought to tackle the issue of declining mathematics grades by identifying the primary challenges faced by students and teachers, as well as proposing targeted interventions. Data was collected from students, teachers, and administrators through surveys, interviews, and statistical analysis. The findings revealed critical areas needing enhancement, such as teaching methods, resource availability, and student engagement. Using these insights, a comprehensive framework was created, providing practical recommendations for improving teaching practices, integrating effective resources, and boosting student motivation. A pilot implementation of the framework was carried out to assess its effectiveness, followed by an evaluation to measure its impact on student performance. The results showed a positive shift in mathematics grades and greater student engagement. This study made a valuable contribution to the educational field by offering a tailored, evidence-based approach to enhancing mathematics education, which could also benefit other schools facing similar challenges. The proposed framework not only addressed existing issues but also laid the groundwork for sustainable improvements in mathematics education at St. Joseph's Boys High School and potentially other institutions throughout Kenya.