Determinants of girls' poor performance in Kenya Certificate of Secondary Education in public secondary schools in Kirinyaga West District, Kenya

Abstract

The general objective of this study was to investigate girls' poor performance in Kenya Certificate of Secondary Education in public secondary schools in Kirinyaga West District, Kenya. The study was guided by the following objectives; To determine the home based factors that affect the performance of girls in K.C.S.E examination; determine the school-based factors that affect the performance of girls in K.C.S.E examination; determine the non-school related factors that affect the performance of girls in K.C.S.E examination and establish the relationship between the girls' attitude and their performance in K.C.S.E examination.

The study employed an ex-post facto design and descriptive statistics were used in establishing relationships between the variables. The sample size was 353 students, 20 form four teachers and 32 deans of curriculum. Structured questionnaires were used in the collection of data from students and the form four teachers and interview for principals. Data was edited, coded, and then analyzed using Statistical Package for Social Sciences using descriptive statistics such as frequencies, percentages.

The study found out that home based factors affect the performance of girls in exams. Most students 71 % rated their families as poor thus provision of basic facilities are inadequate. Many of the parents according to 55% of the respondents are rarely or seldom involved in the students academic work Students performances are also affected by school based factors. Many students have good relationship with their teachers (60%). Relation with their teachers affected their performance. Most of the girls' students (70%) prefer female teachers yet the district teaching staff 70% and dean of students is male dominated whereby 53% of the teachers are male while 80% of the deans are male. Most schools 64% are poorly supplied with resources. Many students (61%) said that their teachers are not committed to their performance.

Most schools were in the rural areas. Majority of the girls 75% said the community attitude towards girls performance were poor. The frequency of sending girls home was due to pregnancy was high 62%. Many of them rarely participated in class and they rated themselves as (52%) as unmotivated in class. Majority (77%) of the teachers rated the girls as lazy. The researcher therefore recommends that parents should be sensitized to be allocating less home chores. The communities attitude towards girls education should be enhanced. More bursaries should be given to needy. Further research should be done on other challenges facing the girls in their education. Resources that are needed to enhance girls' education.