Browsing by Author "Namulundu, David Bwire"

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    Perceptions of Teachers and Learners on the Influence of Private Supplementary Tuition on Academic Performance in Secondary Schools, Kilifi County, Kenya
    (Kenyatta University, 2024-04) Namulundu, David Bwire
    Private supplementary tuition (PST) is a widespread practice in secondary schools globally. Despite this, there is a dearth of research on its perceived influence on academic performance in publicly and privately funded secondary schools in Kenya. This study aimed to explore the perceptions of teachers and learners regarding the impact of PST on academic achievement in secondary schools in Malindi Sub-County, Kilifi County, Kenya. The study sought to answer the following research questions: To what extent is PST prevalent in public and private secondary schools in Malindi sub-county? What are teachers' insights into the influence of PST on academic achievement? What are learners' views on the influence of PST on academic achievement? And what are the trends in the usage of PST and its influence on academic achievement in public and private secondary schools in Malindi sub-county? A descriptive survey research design was employed, and data was collected through self-administered survey questionnaires and semi-structured interviews with a randomly selected sample of 20 teachers and 100 learners. The study utilized a mixed-method approach, combining quantitative analysis using SPSS software (version 26) and qualitative analysis through thematic analysis technique. Ethical considerations were followed to ensure participant anonymity and confidentiality. The findings reveal the prevalence of PST in secondary schools, with significant time devoted to these supplementary sessions by both students and teachers. Teachers generally hold positive perceptions of the impact of PST on academic performance; however, it also leads to stress and anxiety for parents. The high cost of PST limits accessibility, posing concerns of equity and social justice in education. The study recommends the regulation of PST, provision of free or low-cost sessions for disadvantaged students, emphasis on developing critical thinking skills, teacher training, and further research on the topic. This study contributes to the existing knowledge base on the influence of PST on academic performance, addressing a significant research gap at the secondary school level in the context of Malindi Sub-County, Kilifi County, Kenya. The findings provide valuable insights for policymakers, educators, and parents to make informed decisions regarding the regulation and implementation of PST practices, with the aim of improving educational outcomes and promoting equitable access to quality education.