Influence of Selected Factors on Performance of Business Studies Learners in Secondary Schools Within Mukaa Sub-county, Makueni County-kenya

Abstract

Over the years, education has cheeped in and played a significant role in letting people acquire skills deemed necessary for a successful life. In ensuring that success is achieved, it is critically observed that academic education primarily focuses on learning processes and progression, enhancing students' academic performance. Literature has it that attaining knowledge is critical in elevating one's societal status. The research purposed to determine school-based factors affecting the poor performance of business studies during the KCSE examination among Mukaa sub-county secondary schools in Makueni County, Kenya. The research adopted a descriptive cross-sectional study design conducted among consenting school principals, high school students taking business studies, and teachers teaching business studies. The study incorporated structured self-administered questionnaires comprised of both closed-ended and open-ended questions. The census population sampling technique was employed to recruit potential participants. The findings indicates that the standard, frequency, and consistency of supervision, connected by the head teachers affect students' performance at all educational levels. Similarly, it was also established that utilization of teaching resources is crucial for both teaching and learning since they stimulate and diversify student learning. Thirdly, it can be observed that academic success is significantly impacted by a student's level of discipline. A student's academic performance will be severely affected if they engage in fruitless activities due to their negative attitude toward learning. Finally, teaching and learning depend heavily on teachers. This is because teachers set up the essential material and learning objectives in a way that promotes learning. Because of this, the amount of the curriculum that is covered is significantly impacted by teacher availability and qualification. The study recommends that the improvement of the teaching and learning environment in schools should be a top priority for head teachers. This includes proper managing teacher transfer and implementing prescribed curricula. Secondly, in order to encourage excellent academic achievement that will implant 21st century abilities in students, education program directors and institutions of learning should try to provide suitable teaching and learning resources. Thirdly, students should get guidance on personal development that comprise discipline and positive attitude towards learning. This will enhance their overall achievement. Finally, teachers ought to be adequately equipped with skills, attitudes and physical resources in order to support effective teaching and learning in schools. The study results and findings can be utilized teacher educators, school administrators, and educational policy makers in setting up effective strategies and policies which upon implementation by the practicing teachers can mitigate the underlying issue of poor performance.