Influence of Cultural Values, Beliefs and Practices on Students’ Academic Performance in County Schools in Kilifi County, Kenya
Loading...
Date
2019
Authors
Nyakado, Dennis Odhiambo
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Society is in constant change as a result of innovation in science and technology across the
world. These changes have spilt over to the education sector and other fields which demand
effective skilled labour force. The school organizations have a challenge to produce graduates
who can meet the socio-economic and political demands of the dynamic society. The schools’
ability to adjust to these changes is measured by the students’ academic output in the national
examinations. Schools have been facing the challenge of posting good academic results across
the country. Kilifi County have been posting poor results in national examinations and this
triggered the current study. The purpose of this study was to investigate the influence of school
cultural values, beliefs and practices on students’ academic performance in county secondary
schools in Kilifi County. The objectives of this study were to; investigate how school value
statements influenced students’ academic achievement, examine how school routine practices
influence the students’ academic achievements, determine the contribution of school beliefs on
the students’ academic achievements, establish contribution of school practices in promoting the
students’ academic achievements and find out strategies that could be used to promote the
students’ academic achievements in county secondary schools Kilifi County, Kenya. Schein’s
Model of Organizational Culture and Edmond’s effective school theories were used to form the
theoretical frameworks of the study. This study used descriptive research design and was carried
out in county secondary schools in Kilifi County. The study targeted 31 county secondary
schools, 17 principals, 17 BoM members, 80 teachers and 3060 students. Stratified and simple
random sampling was used to sample schools, teachers and students. Krejcie and Morgan table
was used to select a sample of 10 principals, 10 BoM members, 20 teachers, and 341 students.
Interview and questionnaires were used to collect data. Two county secondary schools, two
principals, 10 teachers and 20 students from the neighbouring Tana River County were chosen
for piloting of research instruments. Validity was ensured through data triangulation and using
field test. Reliability was determined using Cronbach alpha correlation coefficient. The tools
were considered reliable if a correlation coefficient of 0.80 and above was attained. Data was
presented using charts, frequency tables, the Statistical Package for Social Sciences version 22
programmes was used to organize data and descriptive statistics were used to analyse descriptive
data. Based on the findings of the study, it was observed that, the value statements had limited
influence on the students’ achievement contrary to the work of other scholars, school beliefs and
expectations were not often communicated to the learners and most principals did not exercise
collaborative leadership style. As a result of the study the following recommendations were
made; The findings of the study might be of significance to the Government of Kenya in that the
MoEST might use them to formulate policies at both national and county levels respectively,
these findings may be used in organizing managerial trainings to inculcate aspects of school
culture in management of educational institutions. It was also recommended that, the TSC may
periodically organize for in-service trainings for principals and teachers to keep them abreast
with the changing needs of the students in line with the continually changing global demands, the
school principals should practice a collaborative approach in decision making. The parents may
be aware of the school ethos and work collaboratively with an aim of promoting a strong positive
school culture of high academic excellence for their children. The teachers as the curriculum
implementers may play their roles effectively by ensuring they understand the school
expectations and traditions and communicating the same to the learners. The school ceremonies
should be well commemorated and heroes and heroines honoured for exemplary achievements.
Description
A Research Project Report Submitted to the School of
Education in Partial Fulfillment of the Requirements for
the Award of the Degree of Master of Education in
Educational Administration of Kenyatta University
Keywords
Cultural Values, Cultural Beliefs, Cultural Practices, Academic Performance, Kilifi County, Kenya