Browsing by Author "Kanake, Zipporah Karegi"

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    Relationship between School Climate and Academic Achievement among Students in Public Secondary Schools in Kiambu County, Kenya
    (Kenyatta University, 2025-05) Kanake, Zipporah Karegi
    Academic achievement is a critical element influencing various aspects of life, prompting governments and families worldwide to dedicate significant resources and time to foster student success. Despite these efforts, schools continue to face challenges in enhancing academic achievement, as the pursuit of quality education remains a key global concern in the 21st century. Previous studies have attributed low academic achievement to several factors, including environmental and psychological influences. This study explored how the school environment impacts academic achievement among public secondary school students in Kiambu County, Kenya. Specifically, it examined the effects of peer pressure, teacher-student relationship, and school violence on academic achievement, using Bronfenbrenner’s Ecological Systems Theory (Bronfenbrener, 1979) as its framework. The research adopted a descriptive correlational design and targeted 25,120 Form Three students in the year 2023. Through purposive and stratified sampling, five public schools were selected, and 379 students were randomly sampled based on Krejcie and Morgan’s (1970) sample size table. Quantitative data were collected via student questionnaires, offering nuanced perspectives on student experiences and perceptions. Academic achievement was assessed through school-kept examination scores, and both descriptive and inferential statistical methods were applied in analysis. Findings revealed that peer pressure and teacher-student relationships significantly influenced academic achievement; (r (379) = -0.245, p< 0.05.) and (r (377) = -0.142, P < 0.05) respectively, while school violence did not show a notable correlation (X2 =0.99, df 2, corresponding to p = 0.61. The quantitative data further highlighted students’ sentiments about the supportive or detrimental roles of their peers and teachers. This study is expected to offer valuable insights to a wide range of stakeholders, including students, parents, teachers, and school administrators The study concludes by recommending that education stakeholders delve deeper into the root causes of poor academic achievement to devise more effective, evidence-based interventions.