Utilization of allocated time and academic achievement: a survey of secondary school students in Kenya.

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dc.contributor.authorWaweru, Samuel N.
dc.date.accessioned2015-11-12T07:50:09Z
dc.date.available2015-11-12T07:50:09Z
dc.date.issued2013-06
dc.descriptionResearch Articleen_US
dc.description.abstractThis paper describes a study that determined the relationship between utilization of allocated time and academic performance of secondary school students in Kenya. The study employed the survey design to obtain the research data. This study was conducted in secondary schools in five Counties in Central Kenya. 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 381 respondents drawn from the 40 schools. Data was collected using questionnaires and analysed using Pearson correlation coefficient. The study concludes that schools performing well in national examinations were putting more emphasis on time-on-task. The study recommends that school administrators and teachers should put more emphasis on time-on-task and ensure opportunity to learn for all students.en_US
dc.identifier.citationInternational Journal of Education and Research Vol. 1 No. 6 June 2013.en_US
dc.identifier.issn22016333
dc.identifier.issn22016740
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/13864
dc.language.isoenen_US
dc.subjectAllocated timeen_US
dc.subjectTime on tasken_US
dc.subjectOpportunity to learnen_US
dc.subjectAcademic achievementen_US
dc.titleUtilization of allocated time and academic achievement: a survey of secondary school students in Kenya.en_US
dc.typeArticleen_US
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