Factors influencing academic performance of learners in public secondary schools: a case of Mumias West Sub-county
Kulubi, Moureen W
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For several years, the Academic Performance of learners and schools in the KCSE examination has been a thorny issue among key Education stakeholders. Especially in terms of access, quality and equity in the provision of basic education, with respect to the children‘s‘ rights, as well as the SDGs. The Kenya Government through the ministry of Education in line with the Bill of Rights and the SDGs opted to take charge of the Education sector especially in matters Teacher Management, Resource Allocation, Talent Development and Competition in Academic Performance. Consequently, this research study focuses on Factors affecting the Academic Performance of learners in Public Secondary schools, in view of the dropping performance of learners in the KCSE Examination in the past four years, between 2014-2017. This study had the following as its‘ objectives; To determine the influence of Teacher Motivation on the Academic Performance of learners in public secondary schools within Mumias West Sub-County, to Establish the influence of Resource allocation on the Academic performance of learners in public secondary schools, Ascertaining the influence of Talent development on the Academic Performance of learners in public secondary schools as well as Examining the influence of Competition on the Academic performance of learners in public Secondary schools within Mumias West Sub-County, Kakamega County. The research methods used were interviews and questionnaires for a selected sample of the population within Mumias west Sub-County as indicated in the data collection instruments. The study was conducted within Mumias west Sub-County,Kakamega County, Kenya. The research findings led to the following conclusions, that Teacher Motivation, Resource Allocation and Talent Development ,coupled with Competition are essential for enhanced Academic Performance of learners in public secondary schools. Finally the study recommended for alternative methods in school academic evaluation, other than National examinations alone. Similarly the need to increase and maintain Teacher Motivation, hence any increase in responsibility for teachers be accompanied with an increase in renumeration. Lastly that Proper feasibility studies, and equivalent amounts of resources be allocated in enhancing monitoring and evaluation of EFA as a Government policy that feeds learners into Public secondary schools and Free Secondary Education( FSE) that maintains them through Secondary Education. Hence the need for further research in the policies of FSE and EFA. It is hoped that if taken in, the above conclusions and recommendations will enhance the achievement of the Sustainable Development Goals (SDGs) on Access, Equality and Equity in the provision of Basic Education. In conclusion, this study confirmed that despite government support through the Free Day secondary Education (FSDE) the above study objectives of teacher motivation, resource allocation, talent development and competition are pertinent areas and key to the success of Education. Consequently the policy of FSDE should be studied keenly for better performance among learners in public secondary schools.
CitationDegree of Master of Arts in Project Planning and Management
University of Nairobi