Effect of ASEI-PDSI SMASSE Approach to Teaching on Mathematics Learning Outcomes in Secondary Schools in Kenya

Mathematics being one of the subjects given a lot of emphasis in the Kenyan school curriculum; it is deemed a determinant subject when it comes to helping Kenya as a developing country to achieve its dream of being a better economy by the year 2030. Performance and attainment in this subject is deemed crucial for students� admission to scientific and technological professions in higher institutions of learning. Every single learner is encouraged to work really hard in order to obtain good grades in mathematics, as a surety to entry into the most competitive professions in our society. However, performance in this subject has remained low despite deliberate efforts made by the government through the Strengthening of Mathematics and Science in Secondary Education (SMASSE) in-service training programmes. The purpose of this study was to investigate the effectiveness of the SMASSE approaches to teaching on the students� learning outcomes in secondary mathematics in Mt. Elgon Sub-county of Bungoma County in Kenya, in an effort to improve performance in the subject. A Quasi-Experimental research design was adopted. The study sample consisted of 10 teachers of mathematics and 450 form three students drawn from 10 secondary schools and one Quality Assurance and Standards Officer. Both qualitative and quantitative data were collected and analyzed through both descriptive and inferential statistics. The findings of this study showed that the SMASSE approaches to teaching had a positive effect on mathematics learning outcomes. The study provides a basis for repackaging the pre-service teacher training programmes and encourages increased attendance of in-service courses to enlighten teachers on better teaching techniques for better learning outcomes in secondary mathematics in Kenya.