School Factors Influencing Students’ Academic Performance in Public Secondary Schools in Wote Sub County, Makueni County, Kenya

Abstract

The objective of this study is to pinpoint the aspects of the public secondary school in Kenya's Wote Sub County that have an impact on performance of student in academic. The study's objectives were to determine the influence of the teaching staff on students' educational achievements in the public secondary in Wote sub county, Makueni County, Kenya, the power of the surrounding environment on students' performance in the public secondary in Wote sub county, Makueni County, Kenya, and the influence of infrastructure on students' academic performance. 320 students, 8 principals, and 175 teachers from 8 public secondary schools located in the Wote sub-county of Makueni County, Kenya, who were listed with the Teachers Service Commission comprised the study's target group. The sample included 223 respondents. To collect primary data for the study, standardized questionnaires were used. The collected qualitative data collected from open-ended survey questions was organized into themes that focused on the study's goals and was then presented in narrative style. The results of the study showed that 18.8% of principals and 39.0% of teachers believed there weren't enough teachers to comfortably oversee youngsters. The poll found that 37.8% of teachers and 31.3% of principals strongly agreed that teaching materials help children learn. Having students interact with the issue improves their academic achievement, according to 62.5% of administration and 51.6% of instructors who participated in the study's survey. According to 50.0% of principal and 70.7% of instructors who participated in the study, parents' educational backgrounds directly influence their kids' academic success. Peer group discussion improves students' academic progress, according to 50.0% of instructors and 62.5% of principals who were participating in the study. The findings demonstrate that discourse, confirmation, and inquiry are more effective approaches to increase students' academic attainment as well as how improvised instructional resources aid to enhance the teaching-learning process. Academic achievement is frequently influenced by a student's socioeconomic circumstances, employment, place of residence, and parental educational history. Peer groups influence learning, and socioeconomic position and parental influences have an effect on students' participation in the majority of peer groups. In terms of their academic performance, students relate to their peers more than they do to their professors and parents. Due to the potential impact on their children's academic achievement, parents should monitor how their children interact with their peers. The study suggests that teachers should be creative in the resources they choose, prepare, and use in order to lower the cost of development and maintenance. Teachers should be encouraged to use a range of techniques, for example group work, peer guidance, discussion, and projects, to aid students increase their skills and knowledge based on the level of their understanding. Inspire parental involvement in their pupils ’ academic lives in order to boost academic achievement. Peer groups can be used by teachers as group sessions to encourage productive classroom engagement. The study's importance to several stakeholders may stem from its capacity to supply information that may be used to improve school administration tactics for regulating students' performance in academic.