| dc.description.abstract | This study was designed to examine factors affecting the academic performance of students in mixed public secondary schools in Nairobi County. The study was carried out in Nairobi County between August and October 2012. This study was guided by the empowerment theory propounded by Robins et al (1998). The main method of data collection was a semi-structured questionnaire administered to 60 respondents that comprised of the headteachers, deputy headteachers and teachers in charge of guiding and counseling departments. Data were also gathered through direct observations and reviewing of documentaries. The specific objectives of the study were the attitudes of students and teachers on some subjects, gender issues, teaching environments and the involvement of parents in the learning of students in mixed public secondary schools. The data were analyzed both quantitatively and qualitatively.
The study concluded that teachers should introduce subjects in a simpler manner so that students develop interest in most subjects. Discrimination of students should be eliminated and role models be availed to motivate students. There is a need for a learning environment that is free from pollution and noise. Similarly, parents need to be actively involved in the learning and performance of their children in schools. The government also needs to provide modem facilities such as computers and laboratories in mixed public secondary schools. There is also a need for a diversification of extra-curricular activities to improve the performance of students in mixed public secondary schools. | en_US |
