PHD- Department of Educational Management Policy & Curriculum Studies.

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Browsing PHD- Department of Educational Management Policy & Curriculum Studies. by Subject "Academic Performance"

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    Influence of Institutional Resource Utilization on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya
    (kenyatta university, 2023) Peter, Agnetta Mwikali; Norbert Ogeta; Hellen Kiende Guantai
    School resource utilisation is important in the functioning of learning institutions as it enhances better achievement of school goals. There is evidence of poor performance in public secondary schools in Makueni County and hence the reason to have conceptualized this study. The purpose of this study was to examine institutional resource utilization and its influence on academic performance in secondary schools in Makueni County. The objectives of this study were to: establish the level of utilization of textbooks and its influence on students’ academic performance; determine the level of utilization of school infrastructure and its influence on students’ academic performance; establish the level of utilization of teacher resources and its influence on academic performance and lastly to determine the level of utilisation of instructional materials and its influence on academic performance in county secondary schools in Makueni County. The study adopted mixed methods research design, specifically convergent parallel research design and was supported by Education Production Function Theory. Research instruments were questionnaires, document analysis and interview schedule. Validity was achieved through expert judgment and reliability by test-retest technique. The target population was 60 county secondary schools, 60 principals and 1004 teachers. Simple random and stratified sampling techniques were used to select the schools while systematic and purposive sampling was used to sample teachers, HoDs and principals. The selected sample was 30 county schools, 30 principals and 286 teachers inclusive of HoDs. Total number of respondents was 316. Descriptive and inferential statistics (means, percentages and multiple regression) and thematic analysis worked out the level of utilization of textbooks, school infrastructure, teachers and instructional resources on students’ academic performance. The findings showed that utilisation of textbooks had a mean of 4.06, high correlation coefficient of 0.664. Multiple regression showed that textbooks strongly influenced learners’ academic performance. Utilisation of school infrastructure, teacher resources and instructional materials showed moderate means of 3.86, 3.68 and 3.71 respectively. The multiple regression revealed moderate influence existed between their utilisation and students’ academic performance. Qualitative data revealed different themes meant that effective utilization of textbooks, utilisation of school infrastructure, teacher resources and instructional materials positively influenced students’ academic performance in county secondary schools in Makueni County. Major conclusion was that there was needed to ensure effective utilisation of institutional resources in order to improve academic performance. Major recommendation included that the Ministry (MoE) to conduct seminars to teachers on utilisation of institutional resources. This study would provide important information useful to education policy makers in formulating additional policies leading to effective utilisation of resources in secondary schools.
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    Relationship between Teachers’ Adversity Quotient and Students’ Academic Performance in Public Secondary Schools in Kiambu and Nairobi Counties, Kenya
    (Kenyatta University, 2021) Mwivanda, Marycasta; Jotham Olembo; Mary Otieno
    Studies in business and profit-making organisations indicate that Adversity Quotient has a positive influence on employee work performance. Few studies have been conducted to examine the role of Adversity Quotient in the field of education. The aim of this study was to determine teachers’ response to adversity and the influence that response has on students’ academic performance in Kenya Certificate of Secondary Education (KCSE). The objective of the study was to establish relationships between teachers’ adversity quotient, its dimensions and students’ academic performance. A correlation design was applied. Independent variables in this study were teachers Adversity Quotient and its dimensions while the dependent variable was students’ academic performance in KCSE, for each particular teacher in the subjects they teach. The locale of the study was Kiambu and Nairobi counties, in Kenya. The target population of this study was all secondary school teachers in the two aforementioned counties, with a total of 4470 teachers. The sample size was drawn through stratified random sampling for schools and systematic random sampling to select 447 teachers. The tools for data collection were adversity response profile questionnaire for teachers and KCSE results registered by the same teachers, in the subjects that they teach, for two years – 2015 and 2016. Data analysis was done quantitatively using both descriptive and inferential statistics. Descriptive statistics of frequencies mean and percentages were used. Inferential statistics of Pearson Product Moment Correlation Coefficient were used to test for relationships and regression analysis to test for the most significant dimension of Adversity Quotient. The results revealed that all the four dimensions of Adversity Quotient had positive and significant influence on students’ academic performance: control (r=.483, P<0.01), ownership (r=.392, P<0.01), reach (r=.407, P<0.01) and endurance (r=.341, P<0.01). The overall teacher’s AQ was also significant to students’ academic performance (r=.530, P<0.01). Three groups emerged from the teachers overall Adversity Quotient: climbers, campers and quitters. To establish the most significant dimension, two-way regression analyses revealed that in the absence of experience and qualification, the dimensions of control, ownership and endurance were most significant in students’ academic performance but in the presence of experience and qualification the dimensions of control, endurance and reach were more significant. The conclusion was that teachers’ Adversity Quotient was significant, influencing students’ academic performance positively. This study recommended that there was need to incorporate AQ in teacher training programmes, recruitment and teacher career development programmes in order to improve students’ academic performance and enhance teacher efficiency in schools. Recommendations for further study include: comparing AQ of newly recruited teachers with seasoned teachers, correlating teachers AQ with their students’ AQ, comparing teacher AQ with the principal’s adversity, studying teachers AQ in relation to other teacher characteristics.