Implementation of school based interventions to enhance academic achievement among low achievers in public secondary schools in Kajiado County, Kenya
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Date
2022-02
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Publisher
Kenyatta University
Abstract
Low achievers represent one of the most challenging student groups for school administrators and teachers in public secondary schools in Kenya. The study focused on implementation of school-based interventions for enhancing academic achievement among low achievers in public secondary schools in Kajiado County in Kenya. The objectives of the study were to assess the implementation of teacherrelated, parent-related, school management related, student related interventions for improving academic achievement of low achievers and to examine ways in which students cope with school-based interventions meant to enhance academic performance among low achievers. The study was guided by Walberg’s Theory of Educational Productivity (1981), Multiple Intelligences theory (1983), and the Critical theory in education. The study adopted the mixed method research design and specifically the convergent parallel design. The target population comprised of 91 principals, 91 Board of Management (BOM), 91 Parent Association (PA) chairpersons, 685 teachers and 24,000 students. The study had a sample size comprising of 420 students, 253 teachers, 20 principals, 20 BOM and 20 PA chairpersons. Slovene’s formula was used to compute the sample of 420 students and 253 teachers who were further identified using simple random sampling technique. Purposive sampling technique was used to select the 20 principals, 20 BOMs, and 20 PA chairpersons. Stratified sampling technique was used to select schools due to their various levels. Questionnaires were used to collect data from teachers, students, BOMs and PAs and interview guides to collect data from the principals. Pretesting was done in 5 schools to ascertain validity and reliability of research instruments. Reliability was established through the split-half method while validity was established by five experts in research and educational management. Correlation coefficients of 0.83, 0.88, 0.81 and 0.82 for students’, teachers’, BOMs and PA chairpersons’ questionnaires were established respectively. Interview guide for principals had a correlation coefficient of 0.84. Quantitative data was analyzed both descriptively and inferentially using the Statistical Package for Social Sciences (SPSS) software, presented in frequencies, percentages, tables and graphs and charts while qualitative data was analyzed thematically and presented in narrative form. The study found out that interventions towards enhancing academic achievement of low achievers involved the interaction of principals, teachers, BOMs, parents and students. The study confirmed that low KCPE entry marks translated to low grades in KCSE if proper school-based interventions are not put in place. The study concluded that, classification of secondary schools into various levels depending on KCPE entry behavior should be replaced with a system that gives all learners equal opportunity to quality education regardless of their academic prowess. The study recommends that government policy shifts focus to funding, equipping and staffing of sub county schools which admit majority of low achieving learners. The study further recommends that schools should put in place programs and structures that bring all parents on board giving parents room for participating in the academic journey and final academic achievement of their children.
Description
A thesis submitted in fulfillment of the requirements for the award of the degree of doctor of philosophy (Curriculum Studies) in the School Of Education and Lifelong Learning of Kenyatta University, February 2025
Supervisors
Prof. John Aluko Orodho
Dr. Elizabeth Katam