Influence of Instructional Methods on Female Students’ Performance in Mathematics in Baringo Central Sub-County, Kenya

Mathematics is a crucial subject in achieving Vision 2030, which aims to make Kenya highly advanced. Nevertheless, girls’ achievement in Mathematics has been low over time in Kenyan high schools. Their poor output and disinterest in mathematics could be attributed to inappropriate instructional methods employed by teachers. Inappropriate methods of instruction tend to stifle knowledge retention and application. This paper explores how mathematics teachers’ use of instructional methods shape girls' scores in the Kenya Certificate of Secondary Education in Baringo Central Sub-County. The research appropriated the systems approach to instruction mooted by Ayot and Patel. It was a descriptive survey by design sampling 190 respondents, comprising 18 subject instructors, 6 heads of sections, and 166 female students. Purposive sampling was utilised to pick the heads of departments and Mathematics teachers and simple random sampling to obtain the Form Four learners. Questionnaires for instructors and learners, interview for HODs, and an observation framework were used to collect data. The collected data was processed using both Chi-square and Karl Pearson correlation. Descriptive statistical techniques, such as standard deviation, percentages, frequency tables, and means, were also used. The study's findings indicated that the instructional methods influenced girls' mathematics performance. The study established that instruction techniques had a limited yet significant bearing ([r=0.210] p<0.05) on girls’ output in KCSE Mathematics tests. It was concluded that the instructional methods used influenced girls' performance in KCSE Mathematics. Instructors’ approaches for teaching mathematics impact how learners apply, evaluate, and generate knowledge and solve math problems. Therefore, the study recommends that teachers are in-serviced more in Mathematics education