<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Amadalo Maurice  Musasia</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISPARITIES IN MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOLS: THE CASE OF KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">disparities</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development and proficient</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939894</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In Kenya, one the subjects tested by the Kenya National Examinations Council (KNEC) in the Kenya Certificate of Secondary Education (KCSE) is mathematics which is a compulsory subject for all candidates. Although competence in mathematics is paramount due to constant change in the global economy and workplace, achievement in the subject remains dismal. It is very important for students to be proficient in this subject because it plays an important role in career choices and professional development. Under-achievement in mathematics limits ones opportunities in competitive professional courses at all tertiary levels. This study sought to establish disparities in the achievement of mathematics in KCSE during 2005-2009 among boys’ and girls’ boarding schools and mixed day schools. Descriptive research design was adopted and data was collected from the Heads of Mathematics Departments in 32 secondary schools in Western Province. Descriptive and inferential statistics were used in the analysis. The findings reveal that there are wide disparities in the performance among the different categories of schools as well as gender. Boys’ boarding schools have a lead in achievement in mathematics. Factors mentioned as contributing to poor performance in mathematics include lack of sufficient text books, negative attitude by students and teachers, lack of frequent practice by students and the influence of previous poor performance. It is hoped that these findings will assist teachers and secondary school administrators address factors contributing to poor performance in mathematics. It is recommended that school administrators should provide sufficient learning materials. In schools with low achievement in mathematics, there should be a concerted effort by entire staff to change the attitude of students towards the subject and incentives given for any minimal improvement realized. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-18</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jane K.  Amunga</style></author><author><style face="normal" font="default" size="100%">Amadalo Maurice  Musasia</style></author><author><style face="normal" font="default" size="100%">Maiyo  Julius</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GENDER AND REGIONAL DISPARITIES IN ENROLMENT AND ACADEMIC ACHIEVEMENT IN KENYA: IMPLICATIONS FOR EDUCATION PLANNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">gender disparity</style></keyword><keyword><style  face="normal" font="default" size="100%">regions and achievement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594589</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">According to the requirements of the educational millennium development goals, countries are supposed to ensure that by 2015, children everywhere, boys and girls alike complete a full course of primary education and eliminate gender disparity in primary and secondary education by 2005 and at all levels by 2015. In line with this requirement, the Kenya government introduced free primary education (FPE) in 2003 and free secondary education in 2008 particularly for day schools. Enrolment in both primary school and secondary school has increased tremendously. This paper examines and highlights the patterns of gender and regional disparities in enrolment and academic achievement in the country. It shows that despite the general increase in enrolment at all levels of education in most regions; the enrolment of boys still exceeds that of girls. The situation is worse North Eastern where enrolment has remained very low despite government interventions. While enrolment figures offer a lot of hope, the situation is grim in academic achievement. Near parity in enrolment in many regions has failed to translate into parity in academic achievement. The girls register low achievement in national examinations when compared to boys nationally and in their respective regions in the country. The paper focuses on the 2009 Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) results because it is the most immediate examination year. Where possible, other years have been used for comparison purposes. This paper argues that it is not enough to have girls in school. They have to benefit from the system by achieving quality grades which will in turn guarantee placement in marketable courses especially those required to drive the economy. Educational planners and policy makers should shift the campaign from enrolment and participation to achievement particularly that of girls. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-19</style></section></record></records></xml>