RP-Department of Educational Management Policy & Curriculum Studies

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/1402

Browse

Now showing 1 - 4 of 4

Dismal Performance of Boys in Kenya Certificate of Secondary Education: Diagnosis of Effects of Socio-economic Factors in Subukia District, Nakuru county, Kenya
(2014) Orodho, John Aluko; Mwaniki, John Migwi
This study sought to establish the socio- economic factors that affect the academic performance of boys in national examinations in Subukia District, Nakuru County, Kenya. The study had three-fold objectives, namely i) to profile students performance in the study locale, ii)to assess the extent to which family background affected boys academic performance ;and , iii) examine the mechanism adopted by school managers to address the dismal performance of boys in the Kenya Certificate of Secondary Education in Subukia District. The study was premised on the theory of Educational productivity by Walberg (1981). A descriptive survey research design was employed. A combination of purposive and random sampling techniques was used to sample of 429 subjects comprising of 372 students and 57 principals to participate in the study. The main research instruments were questionnaires for students and interviews for principals. The quantitative data obtained from questionnaires was analyzed using SPSS to generate mean, percentages and frequency. Qualitative data from principals was analyzed using thematic analysis. The major findings of the study were that the performance of boys in the study locale declined as they progressed within the school system and that parents’ income and their levels of formal education positively correlated to the boys’ performance in KCSE Examinations. The study concluded that as boys progress within the school system their performance declines due to social economic factors such as lack of latent education levies thereby forcing them to enter casual employment and lapse into indiscipline. It is recommended that secondary schools should consider fully operational guidance and counseling departments to mitigate on the effects of social-economic factors effecting boys performance in national examinations in Subukia District, Nakuru County, Kenya
Factors influencing academic achievement in public secondary schools in central Kenya: an effective schools’ perspective
(SAVAP International, 2013) Njuguna F.W.; Waweru, S. N.; Nyagosia, Patrick Ogecha
This study determined the relationship between school effectiveness and academic performance of students in secondary schools of Central Kenya. The study examined how implementation of the following seven correlates of Effective Schools Model influenced students’ academic performance: instructional leadership, focus on school mission, school safety and orderliness, expectations for success, home-school relations, monitoring of students’ progress, and opportunity to learn. A survey design was used targeting all principals, heads of departments (HODs), teachers, and District Education Officers (DEOs) in charge of 501 provincial and district public secondary schools in Kiambu and Nyeri counties. Stratified sampling was used to select 40 schools, comprising 20 schools from the top performing category and 20 from the bottom performing category. Study participants comprised 40 principals, 120 HODs, 240 teachers and 17 DEOs. Data was collected using questionnaires and interviews. Data was analysed using Pearson correlation coefficient and the t-test. Results showed that, in comparison with bottom performing schools, top performing schools were putting more emphasis on six of the seven correlates, with only frequent monitoring of students progress returning no significant results. The study concludes that the seven correlates are good predictors of academic performance in Kenyan schools. It is noteworthy that the seven correlates require minimal financial inputs, meaning that even the financially constrained schools can still achieve school effectiveness by practising the correlates.
Factors Influencing Academic Achievement in Public Secondary Schools in Central Kenya: An Effective Schools’ Perspective
(SAVAP International, 2013) Nyagosia, Patrick Ogecha; Waweru, Samuel N; Njuguna, Felicita W
This study determined the relationship between school effectiveness and academic performance of students in secondary schools of Central Kenya. The study examined how implementation of the following seven correlates of Effective Schools Model influenced students’ academic performance: instructional leadership, focus on school mission, school safety and orderliness, expectations for success, home-school relations, monitoring of students’ progress, and opportunity to learn. A survey design was used targeting all principals, heads of departments (HODs), teachers, and District Education Officers (DEOs) in charge of 501 provincial and district public secondary schools in Kiambu and Nyeri counties. Stratified sampling was used to select 40 schools, comprising 20 schools from the top performing category and 20 from the bottom performing category. Study participants comprised 40 principals, 120 HODs, 240 teachers and 17 DEOs. Data was collected using questionnaires and interviews. Data was analysed using Pearson correlation coefficient and the t-test. Results showed that, in comparison with bottom performing schools, top performing schools were putting more emphasis on six of the seven correlates, with only frequent monitoring of students progress returning no significant results. The study concludes that the seven correlates are good predictors of academic performance in Kenyan schools. It is noteworthy that the seven correlates require minimal financial inputs, meaning that even the financially constrained schools can still achieve school effectiveness by practising the correlates
Strategies Applied by the Board of Management to Enhance Students Academic Performance in National Examinations in Secondary Schools in Mandera County, Kenya
(www.iiste.org, 2014) Orodho, John Aluko; Ibrahim, Adan Hussein
The thrust of the study was to examine the strategies applied by Board of Management to enhance students’ academic performance in National Examinations in secondary schools in Mandera County. The study was premised on the Goal Path Leadership Theory propounded by Martin Evans and Robert House (1970) which contends that people are satisfied by their work if they believe that their work will lead to things that are highly valued. A descriptive survey research design was adopted. The study was conducted in all five public secondary schools in Mandera County of North Eastern Province. The study involved a survey design of the five secondary schools in the district. Purposive sampling technique was used to draw 5 principals and 30 members of the Board of Management in the selected schools to yield a sample size of 35 subjects to participate in the study. Focus group guideline for members of Board of Management was the main research instrument used to collect data. The qualitative approach involving thematic analysis was used to manage data. The study established that most of the members of the Board of Management lacked requisite knowledge and skills to manage these institutions as a result of their low level of formal education. As a result, there were challenges including: lack of monitoring of most decisions made by the Board; frequent political interference especially from powerful politicians and members of the provincial administration; general school mismanagement; amongst others. These challenges impacted negatively on students’ academic performance in the study locale. It was recommended that members of the Board of Management should be appointed on merit and provided with appropriate managerial training; proper communication and monitoring of crucial decisions made by the Board ; and optimal utilization of available physical and human resources geared towards enhancing students academic performance in the study locale of Mandera County

Browse

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

Results Per Page

Sort Options