Influence of institutional capacity on students' academic performance in internal examinations in public secondary schools in Ndanai Division Sotik District
Abstract
This study sought to investigate the influence of institutional capacity on students' academic
performance in internal examinations in public secondary schools in Ndanai division, Sotik district.
The study was guided by the following objectives: to establish the extent to which physical facilities
influence students' academic performance in internal examinations in public secondary schools, to
assess the level at which human resources influence students' academic performance in internal
examinations in public secondary schools, to establish the extent to which school leadership
influence students' academic performance in internal examinations in public secondary schools and
lastly to investigate the extent to which teaching learning aids influences students' academic
performance in internal examinations in public secondary schools. The findings of the study is
beneficial to the government, the institutions, education planners, principals, parents, students,
community, teacher's service commission, policy makers and future researchers to develop
strategies towards improving academic performance in the division. The study was subject to
logistics constraints, unpredictable weather conditions and unwillingness of respondents to respond.
The study was subject to the following basic assumptions teachers gave unbiased information,
sample used represent the target population and public schools under the study have similar
curriculum required by KIE and KNEe. The study was delimited to public secondary schools in
Ndanai division. The study was based on the theory of Educational Production Function by Erick
A. Hanushek (1998). The theory gives the relationship between school and student inputs and a
measure of school output. Th~ validity and reliability of the instruments was tested by administering
them in a few schools which are part of the actual study sample. The study utilized descriptive
survey research design that involved administration of questionnaires to a sample of 248
respondents drawn from a target population of 700. This included 30 teachers, 210 students and 8
principals all from 16 public schools in the division. The data collected was edited, coded and
analyzed using descriptive statistics such as frequency and percentage counts with the help of the
Statistical Package for Social Sciences (SPSS). The analyzed data was then presented in form of
frequency and percentage distribution tables.