Perceptions of students and teachers on the impact of streaming on students self image of academic perfomance: a case of Chebuyas high school
Wawire, V. K.
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This study is divided into five chapters. The first chapter provides an introduction to the study in terms of background to the study, statement of the problem, research questions, purpose of the study, theoretical framework and definition of terms. Chapter two presents literature review related to the present study. In chapter three, the methodology of the study is discussed. Chapter four presents the data findings and analysis of these findings. The final chapter summarizes these findings and proposes various recommendations. The study addresses itself to the impact on the formation of self-images of academic performance of students in different streams in streamed schools. This being a case study only one school, Chebuyusi High School in Kakamega district of Kenya, was studied to obtain qualitative data. The perceptions of students and teachers were sought to obtain information on the tangible ongoing experiences of students in a streamed school. The results of this study were to serve as a basis for effective policy making on academic grouping in Kenyan schools. Interviews observation schedules and documents analysis were used to gather teachers and students perceptions on the impact of streaming on the formation of self images of academic performance of students belonging to different streams. In addition, various factors in operation in streamed schools were deciphered from the data collected. The out data gathered was analysed using basic descriptive statistics. Data analysis indicated that social factors were inherent in the school streaming practice that influenced the formation of self-images of academic performance of students in different streams. Factors that were related to differential treatments that the students were exposed to included, teacher expectations, time allocations for important subjects like mathematics on the time table, space allocations and subjects offered to students in different streams. In addition, students felt that apart from academic advancement which seemed to be the main factor teachers emphasized when streaming students, they also recommended that social and personal factors should be considered when grouping them.The study therefore suggests that in the light of the fact that there is no clear Ministerial policy on the grouping procedures schools should employ, a revision of the Ministry of Education grouping policy should be made to enable head teachers to choose appropriate grouping methods for their schools. On the basis of data collected, it was generally recommended that the Education Act be revised to give parents a chance to participate in school management affairs. Parents should be able to choose grouping procedures to be employed by the schools their children attend.