Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Fredrick Mtenzi

Second Supervisor/Advisor

Peter Kajoro


Institute for Educational Development, East Africa


Mathematics is a compulsory subject in the Kenyan education system from pre-primary to secondary education. The ministry of education through the introduction of the 8-4-4 system of education in 1985 made Mathematics compulsory owing to its vast application in a wide range of spheres and professions. It is argued that proficiency in mathematics propels both economic and technological advancements. To further enhance delivery in this subject area, the ministry of education initiated SMASSE for science and mathematics teachers to help in simplifying the ‘high order’ concepts such as calculus, loci, and linear programming among others. Linear programming is applicable in various aspects of mathematical concepts and therefore its conceptualization is very vital to tackle the various applications involving this concept. The mitigation strategies availed for understanding linear programming concepts seem to have had very minimal impact due to the poor performance in KCSE examinations. It is against this backdrop that this study ventured into the investigation of students’ conceptualization of linear programming in Rachuonyo East sub-county in Kenya. A qualitative study approach with a case study design was applied to conduct the research. The study involved 12 students for the focus group discussion randomly sampled with each group consisting of six members, 2 teachers identified through purposive sampling for interviews, lesson observation being conducted, and document analysis. The findings of the study revealed that students conceptualize linear programming concepts based on the methodology employed by the teachers in the teaching process and therefore a systematic discourse and integration of different tools are plausible for enhancing conceptualization. The findings should be useful to the ministry of education, educators, and curriculum designers in modifying their approaches and developing methods for teaching linear programming to students for understanding and application