MST-Department of Educational Management Policy & Curriculum Studies

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

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    Effects of Social Media on Academic Performance in Selected Secondary Schools in Waberi District, Mogadishu Somalia
    (Kenyatta University, 2021) Hubane, Said Elmi; Martin Ogola
    The purpose of this study was to investigate the effects of social media on academic performance in selected secondary schools in Waberi District, Mogadishu Somalia. The usage of social media among students has weakened their academic performance while the parents and the teachers similarly believe using social media results in decline in academic performance in most learning institutions. The objectives of the study were to determine the time spent on social media by students in secondary schools in Waberi District in Mogadishu-Somalia, determine the effect of Face book, Twitter, and YouTube on students’ academic performance and finally explore the use and gratification obtained by high school students using social media. The study adopted the Social Learning Theory of Bandura (1997) & Use and Gratification Theory of Katz (1999) as the best choice that guided this study. The study employed a mixed method research design. The target population was 56 Head Teachers, 321 Teachers and 210 students totalling to 587. Simple random sampling was used to obtain total 40 head teachers, 100 teachers and 160 students, totalling to 300 respondents. Data was collected using questionnaires where piloting, validity & reliability were verified while the SPSS Version-21 was used to analyze data collected. After analyzing data through quantitative and qualitative techniques presentation were done through thematic narratives, percentages, and frequency table. The research study established that more hours were spent on social media especially on Twitter and You tube, most students used social media in their performance in school and most students were satisfied that social media was the way forward despite of their minimal performance. In conclusion the Teachers and Head teachers confirmed that much time was spent on social media of which did not fully enhance learning in secondary schools despite of few achievements. The study of the researcher recommends that through the Ministry of Education introduce approved blended pedagogy in secondary schools. Secondly train teachers through professional development programmes to handle students effectively. A further study in effects of social media learning in tertiary institutions was proposed.
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    Influence of Head Teachers’ Leadership Style on Students’ Academic Performance in Private Secondary School in Banadir Region, Somalia
    (Kenyatta University, 2020) Ahmed-Rashid, Mohamed Abdi
    The purpose of this study was to investigate the influence of head teachers‟ leadership styles on students‟ academic performance in secondary schools in Banadir region, Somalia. The study objectives were; to establish the influence of laissez-faire leadership style on students‟ academic performance in Banadir region, to determine how autocratic leadership style influences students‟ academic performance in secondary schools in Banadir region, to find out the influence of democratic leadership style on students‟ academic performance in secondary schools in Banadir region and to examine the influence of transformational leadership style on students‟ academic performance in secondary schools in Banadir region. The study was based on Fielder‟s contingency theory of leadership and employed descriptive survey research design. The target population consisted of 560 form four head teachers, 4480 form four teachers and 14000 form four students for a total of 19040 in Banadir region. Reliability was determined through Cronbach‟s Alpha coefficient method. The study had a sample of 400 respondents, which consisted of 40 head teachers, 120 teachers, and 240 students. A pilot study was conducted to pre-test the reliability and validity of the instrument. Quantitative data was analyzed using the SPSS software version 20. Frequencies and percentages were also used to discuss the findings, while the qualitative data was analyzed through the use of content analysis and presented in tables, pie charts and par graphs. The findings of this study exposed that democratic leadership style and the transformational leadership are the most commonly used styles in private schools and both have positively influenced the academic performance of students. Additionally, the study also revealed that both the head teachers‟ laissez faire and autocratic manners have negatively influenced academic performance of the students. The study has also found that democratic heads delegate some of their powers to the teaching staff to enhance the subordinates‟ self-worth. Transformational heads stimulate teaching staff and students. Unlike that, laissez faire leaders delegate their duties to the staff and not responsible. Like that, autocratic leaders are too rigid which might frustrate their subordinates leading to low morale. Finally, the study recommends that head teachers should employ democratic and transformational leadership styles for better performance. They should lug students‟ academic performance positively in a constructive Decentralized, self-directed and moderate manner because this will positively influence the academic fulfillment of the students. Head teachers should avoid the use of autocratic and the laissez-faire leadership styles which does not let the teachers and students to be on their most excellent and also permit to delegate responsibility to teachers and students respectively. The federal and regional governments should encourage head teachers to adopt democratic and transformational leadership. The ministry of education should organize courses for head teachers in leading practices that can lead to improved performance by the students. The study also recommends a replica of this study to be conducted in other regions.
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    Influence of Parental Support on Academic Performance of Public Secondary School Students from Nomadic Families in Wajir County, Kenya
    (Kenyatta University, 2021) Noor, Mohamed Muhumed; Charity Limboro
    Parental support and academic achievement of learners has drawn considerable attention from the researchers over the years. However, little or no attention has specifically been given by scholars to how parental support affects academic performance of learners from nomadic families in Kenya. The aim of this research was therefore to assess the ways in which support of parents affects learners’ achievements in examinations within government sponsored high schools among learners from nomadic families in Wajir County, Kenya. The study was guided by the following objectives: to determine the forms of parental support in the education of government sponsored high school learners from nomadic families; to investigate the influence of home related parental support on the performance of government sponsored high school learners from nomadic families; to examine the influence of school related parental support on the performance of government sponsored high school learners from nomadic families and; to assess school related strategies used to improve parental support in the education of government sponsored high school learners from nomadic families in Wajir County, Kenya. The current study was guided by the theory of overlapping spheres. Descriptive research design was used in the study. The target population included the 12 principals, 24 teachers, 480 parents and 480 students in Wajir County. Stratified, convenience, purposive and simple unsystematic sampling methods were used in respondent selection. The respondents were 160 in number and comprised of 4 principals, 96 form 3 learners, 12 teachers and 48 parents. Questionnaires and interview schedule were utilized to collect data. Pilot test of the instruments was done on 16 respondents. Validity was ascertained via expert assessments while reliability was tested through Cronbach’s Alpha Coefficient. SPSS was utilized to generate inferential and descriptive statistics. Qualitative data was analyzed thematically. The study revealed that in Wajir County, parents get involved in students’ education at secondary school level with the main form of parental involvement being payment of school fees. The study also found that home related parental involvement and school related parental support greatly influenced students’ academic performance. The study also established that the adopted school related measures greatly influenced parental support for learners’ education in Wajir County public secondary schools. The findings further show that generally there was a statistically significant relationship between parental support and academic performance of learners from nomadic families in Wajir County, Kenya. The study therefore concluded that parental support influences academic performance of learners from nomadic families in Wajir County greatly. The study recommends that effective measures should be put in place to enhance the effectiveness of parental involvement in education of learners from nomadic families. The results of the study may benefit learners in secondary schools as it underlines the way in which parents’ support of their childrens’ education affected students’ test scores.