Perceptions of Teachers and Learners on the Influence of Private Supplementary Tuition on Academic Performance in Secondary Schools, Kilifi County, Kenya
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Date
2024-04
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Kenyatta University
Abstract
Private supplementary tuition (PST) is a widespread practice in secondary schools
globally. Despite this, there is a dearth of research on its perceived influence on academic
performance in publicly and privately funded secondary schools in Kenya. This study
aimed to explore the perceptions of teachers and learners regarding the impact of PST on
academic achievement in secondary schools in Malindi Sub-County, Kilifi County,
Kenya. The study sought to answer the following research questions: To what extent is
PST prevalent in public and private secondary schools in Malindi sub-county? What are
teachers' insights into the influence of PST on academic achievement? What are learners'
views on the influence of PST on academic achievement? And what are the trends in the
usage of PST and its influence on academic achievement in public and private secondary
schools in Malindi sub-county? A descriptive survey research design was employed, and
data was collected through self-administered survey questionnaires and semi-structured
interviews with a randomly selected sample of 20 teachers and 100 learners. The study
utilized a mixed-method approach, combining quantitative analysis using SPSS software
(version 26) and qualitative analysis through thematic analysis technique. Ethical
considerations were followed to ensure participant anonymity and confidentiality. The
findings reveal the prevalence of PST in secondary schools, with significant time devoted
to these supplementary sessions by both students and teachers. Teachers generally hold
positive perceptions of the impact of PST on academic performance; however, it also
leads to stress and anxiety for parents. The high cost of PST limits accessibility, posing
concerns of equity and social justice in education. The study recommends the regulation
of PST, provision of free or low-cost sessions for disadvantaged students, emphasis on
developing critical thinking skills, teacher training, and further research on the topic. This
study contributes to the existing knowledge base on the influence of PST on academic
performance, addressing a significant research gap at the secondary school level in the
context of Malindi Sub-County, Kilifi County, Kenya. The findings provide valuable
insights for policymakers, educators, and parents to make informed decisions regarding
the regulation and implementation of PST practices, with the aim of improving
educational outcomes and promoting equitable access to quality education.
Description
A Project Report Submitted to the School of Education for the Award of the Degree of Master of Education (Comparative Education and International Studies) of Kenyatta University April, 2024.