The Relationship Between Teachers’ Control Behavior and Primary School Pupils’ Achievement in Mathematics in Kenya.

Achievement in Mathematics in relation to other subjects has been a challenge to many pupils at primary and secondary school levels. There are many factors attributed to pupils’ achievement in Mathematics examination such as: school-related factors, pupil-related factors, subject-related factors and teacher-related factors. This study set out to determine the relationship between teachers’ control behaviour and pupils’ achievement in Mathematics by class eight pupils in public primary schools in Vihiga sub-county in Vihiga County, Kenya. The objective of the study was to investigate the relationship between teachers’ control behavior and primary school pupils’ achievement in Mathematics in Vihiga sub-county. The 2020 K.C.P.E. exam Mathematics’ scores were used as a measure of teachers’ contribution towards pupils’ academic achievement. The study was conducted through causal comparative research design. All 31 Mathematics teachers of 2020, class 8 public primary schools in Vihiga sub-county formed the target population. The study employed purposive sampling procedures. All the 31 Mathematics teachers from public primary schools in Vihiga sub-county constituted the sample. Data was collected using a Mathematics teachers’ questionnaire generated by the researcher and administered personally. Reliability of the questionnaire was ensured by Cronbach’s alpha and a coefficient of alpha >0.7 was reported. A Pilot study was first carried out in three of the schools outside the study sample. Mathematics educators reviewed the instrument for content, face and construct validity and found it valid.