| dc.description.abstract | Success of the school in carrying out its primary charge of educating and socializing
students is contingent on students attending school regularly. The main purpose of this
study was to investigate the factors influencing day scholar’s academic performance in
day public secondary schools in Kenya with keen interest in Mumias west sub-county.
The guiding objectives were: To determine the extent to which school attendance, to
examine how parents support, determine how availability of school instructional
resources, to assess the extent to which monitoring mechanisms influenced academic
performance of day scholars in day public secondary schools. The study was grounded on
Blooms Taxonomy of learning theory. Blooms theory is an excellent resource for
developing parental ideas, teaching strategies and learning materials needed to be
considered to improve the outcomes of our students. This theory was supported by
Abraham Maslow’s hierarchy of needs. The researcher used the descriptive research
design. The target population consisted of 18 principals 18 PTA chairmen 4 zonal
education officers and 342 teachers making a total study population of 382. The
researcher used 30% of the secondary school population as suggested by Kothari (2004).
Hence systematic random sampling was used to select 75 teachers while purposive
sampling selected 40 other officers to make a total sample of 115. Data was collected
using a closed –ended questionnaire and interview schedules. It was concluded that; non
attendance affects completion of syllabus and that parental involvement is pertinent to
good performance; hence parents should be sensitized about their involvement in their
children’s academics as the government provides needed learning materials and
motivation to monitor and evaluate students work effectively to enhance good academic
performance in Mumias west sub county. | en_US |
