| dc.description.abstract | This study set out to establish the factors which influence academic performance in
K.C.S.E examination in Ngong Division, Kajiado District. The research was intended
to find out whether K.C.S.E. performance could be attributed to specific factors that
are present in the schools which perform poorly. The study covered the period 2000
-2006 and involved eleven Public Secondary Schools (Mixed and single sex,
boarding and day schools).
The literature review was divided into five sub-headings: School Administration and
teacher characteristics, teaching/learning facilities provided by the school, Discipline,
Assignment/homework management and the leamer's background.
The conceptual framework shows variables (Inputs) and their expected directional
effect on each other and on the output (performance).
The study was ex-post-factor design. Two sets of questionnaires were designed by
the researcher and validated by my supervisors at the University of Nairobi,
Department of Sociology.
Purposive sampling technique was used to select the study sample. The sample
consisted of 15 form four class teachers and 150 students. The questionnaire return
rate was 100% for the teachers and 94% for students.
The data obtained was analyzed and interpreted using descriptive statistics
(frequencies and percentages). Some of the major findings revealed by the study were
that K.C.S.E. examination performance is influenced by student related factors and to
some extent school related factors .:These include conditions and availability of the
learning facilities, students' commitment to hard work, Parental concern over the
academic performance of their children and their involvement in schools' activities
(parental support), management of home work and classroom assignments by the
teachers and finally the student background.
Based on the findings, it was recommended that there is need for head teachers to
hold frequent staff meetings in which problems and progress of the school could be
discussed.
It was also recommended that there is need to expand schemes for bursary to help the
students from poor-socio-economic backgrounds.
Finally it was recommended that there is need for head teachers to involve parents in
schools activities so that they have first hand information of not only their child's
welfare at school but also the school where their children attend.
Parents and teachers should look for ways of motivating the students to work harder
in school despite the social economic problems. | en |
