RP-School of Humanities & Social Sciences

Permanent URI for this community

https://repository.ku.ac.ke/handle/123456789/1315

Browse

Browsing RP-School of Humanities & Social Sciences by Subject "Academic Performance"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Effects of Teacher's Attitude on Child’s Academic Performance: The Case of Hohoe Municipality
    (Royallite Global, 2019) Duhoe, Alberta Aseye Ama
    This paper investigates the impact of educator's attitudes on the academic performance of children in basic schools in the Hohoe Municipality. Teacher's attitude, as estimated by the standard inventory in this research, involved seven particular components of an attitude (clarity, enthusiasm, interaction, organization, disclosure, speech, and rapport) while the academic performance of the children was estimated by their (student's) class score. By utilizing a stratified proportionate testing strategy, 300 students were chosen from structure basic institutions in Hohoe Municipality and a cross-sectional study was led to gauge the impact and to find the connection between factors. It has been established from information examination that instructors' attitude has a significant association with academic performance. Of these seven components, the research found five components (clarity, organization, disclosure, speech, and rapport) have a significant association with children's academic performance while two components (enthusiasm and organization) have no association with the dependent variable. Children have a significant difference in their academic performance while the only single component (speech) was found to reveal distinction based on their (student's) sexual orientation
  • Thumbnail Image
    Item
    Provision of Constituency Development Fund Bursaries and Academic Performance of Girls in Public Secondary Schools in Kenya: A Case of Tigania East Sub-County in Meru County
    (Serial Publishers, 2022) MUTHAMIA, HARON MBAI; MINJA, DAVID
    Sub-Saharan Africa has one of the lowest levels of both participation and girls’ performance in basic education. In this part of the world girls’ basic education performance remains a mirage dream because of existing challenges; schools’ distance and ability to pay school fees. However, the provision of devolved funds like the constituency development fund to schools for bursaries and its impact on performance of girls is yet to be fully investigated. This study therefore investigated the effect of provision of constituency development fund bursaries on girls’ basic education performance in Tigania East Sub1County. The study was anchored on Theory of Socialist Economics of Education. The study utilized descriptive survey research design. The study population was 22 principals and 286 teachers and 10 education officers. The sample size was of 7 principals, 86 teachers from 22 public secondary schools and 10 Education officers who were selected to take part in the study. Random sampling and stratified sampling were used to select the respondents. Data from principals and teachers was collected using questionnaires, while data from education officers in the Sub County was collected using an interview guide. A pilot test was conducted to assess the validity and reliability of the research instrument. Descriptive and inferential statistics were used in the analysis of quantitative data with the help of Statistical Package for Social Sciences (Version 21). Descriptive statistics include mean, standard deviation, percentages and frequencies. Inferential statistics include multiple regression analysis. The results showed that the provision of constituency development fund bursaries has a positive and significant influence on girls’ academic performance in Tigania East Sub County. This study therefore recommends that the Kenyan government should add on the allocation to constituency development fund to ensure all the needy students get bursaries for their education. The government should as well disburse the money in time so that no girls are out of school due to lack of school fees.