Teaching strategies used in mathematics and their influence on performance in probability and statistics in secondary schools in Kericho county, Kenya

This study investigated how instructional methods employed by Mathematics instructors affect students’ performance in Probability and Statistics in Kericho Secondary schools in Kenya. The objectives were (a) to investigate how teaching strategies influence performance of students in Probability and Statistics (b) to identify the most effective instructional strategies employed by mathematics teachers when teaching probability and statistics. The research design was survey. The study employed Jerome Bruner’s constructivism theory. Mixed methods approach was used. The study population comprised of 16 mathematics teachers and 200 students. The study used stratified sampling technique in selecting public secondary schools from Extra County, County, and sub-County categories. Simple Random sampling method was subsequently employed to choose two (2) schools from Extra County, four (4) from the County, and four (4) from the sub-County categories. Data collection tools included a schedule for Classroom Observations, Questionnaires for both teachers of Mathematics and for students.Three public secondary schools were chosen for a pilot study with Form 4 students and the mathematics teachers to evaluate the instruments’ validity and reliability. Quantitative data collectedwas analyzed using descriptive statistical and inferential analysis as well as Chi-square tests, Kendall taub- test and Kruskallwallis tests for analysis. Qualitative data was analyzed using thematic framework. The study findings revealed that inquiry-based and cooperative learning are strongly associated with improved student performance, with weaker students showing greater preference for cooperative learning as an equalizing strategy. While problem-based learning was linked to deeper understanding, its effectiveness was hindered by unequal participation and negative learner attitudes. First, teachers prioritize cooperative learning as the most effective and affordable method in resource-constrained schools, while adopting a blended approach that integrates problem-based, inquiry-based, and differentiated strategies to cater for varying learner needs. Second, public schools should tailor these approaches to support struggling learners through cooperation while challenging stronger students with inquiry and problem-solving tasks. The study recommended that Policymakers to strengthen teacher training and resource allocation, particularly in Sub-County and County schools, to ensure equitable access to effective teaching strategies and reduce performance disparities across school types.