Factors influencing performance in the kenya certificate of secondary education examination of the public secondary schools: a case study of Kilungu Division, Makueni District, Kenya

Abstract

This study set out to establish the factors which influence academic performance in K.C.S.E. examination in Kilungu Division, Makueni 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 performing poorly. The study covered the period 1998-2003 and involved eleven public secondary schools (Mixed and single sex schools).

The Literature review was divided into four subheadings: school administrators and teacher characteristics, Teaching/learning facilities provided by the school, community and the learners 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 facto design. Three sets of questionnaires were designed by the researcher and validated by a lecturer supervisor from the Department of Educational Administration and Planning University of Nairobi. The instruments reliability was accessed.

Random sampling technique was used to select the study sample. The sample consisted of 11 Headteachers, 50 teachers and 205 students. The questionnaire return rate was 100% for headteachers and teachers and 99% for students. The data obtained was computed using statistical package for social sciences (S.P.S.S). It was analysed 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 among other factors the condition of the learning facilities, K.C.P.E entry marks, availability of teachers and their workload, parents comments on academic performance of their children and their involvement in schools activities and management of homework at schools and home.

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 headteachers 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