Andere Kunden interessierten sich auch für
![Teaching and learning of mathematics in primary schools in Kenya]( "Teaching and learning of mathematics in primary schools in Kenya")
Teaching and learning of mathematics in primary schools in Kenya36,99 €![Factors contributing to poor performance in mathematics at KCPE- Kenya]( "Factors contributing to poor performance in mathematics at KCPE- Kenya")
Factors contributing to poor performance in mathematics at KCPE- Kenya36,99 €![Inclusive Education Policy in Kenya]( "Inclusive Education Policy in Kenya")
Inclusive Education Policy in Kenya23,99 €![Preschool as a Predictor of Literacy Competency of Learners in Kenya]( "Preschool as a Predictor of Literacy Competency of Learners in Kenya")
Preschool as a Predictor of Literacy Competency of Learners in Kenya36,99 €![Mathematics Teaching in Secondary Schools:Students' Perspective]( "Mathematics Teaching in Secondary Schools:Students' Perspective")
Mathematics Teaching in Secondary Schools:Students' Perspective50,99 €![Techniques Used In Managing Drug Abuse In Secondary Schools In Kenya]( "Techniques Used In Managing Drug Abuse In Secondary Schools In Kenya")
Techniques Used In Managing Drug Abuse In Secondary Schools In Kenya32,99 €![Effect of monetary policy on performance of commercial banks in kenya]( "Effect of monetary policy on performance of commercial banks in kenya")
Effect of monetary policy on performance of commercial banks in kenya23,99 €
Despite the completion of all cycles of SMASSE project with nearly all teachers having undergone training on effective teaching approaches of ASEI/PDSI. The study used survey design to investigate the challenges facing mathematics eachers in implementing SMASSE skills. The study used questionnaire for Teachers and deputy principals in gathering information. The following were found to be the challenges in the implementation of SMASSE inset: that the application of SMASSE skills is time consuming hence might not allow the teachers to cover syllabi in time required in some of the schools, large workload that is brought by high teacher-learner ratio in all the schools in Kenya, inadequate facilities in the schools to enable teachers implement the skills, indifferent learners in some of the schools, there was poor training during the INSET.