Relationship Between Selected Life Skills Education Management on the Performance of Learners in Kenya Certificate of Primary Education in Narok South Sub County, Kenya

Abstract

The purpose of the study was to assess the effects of two aspects of life skills education management on performance of learners in Kenya Certificate of Primary Education in Narok South Sub County. The study sought to establish the relationship between the learner’s self-esteem and the effects of the management of emotions by learners on academic performance in KCPE in Narok South Sub County. Survey research design was used in this study. The target population of the study constituted 240 public primary schools with a teachers' population of 1525 teachers. Simple random sampling was used to select the respondents for the study that comprised of 72 head teachers, 137 teachers to make a total of 209 respondents. A questionnaire was used as a tool for data collection. Face validity was determined through the use of professionals in the area while reliability was assessed using cronbach’s alpha index and was found to be 0.95. Pearson r was used to analyze the data. Based on the findings, it was established that there was a significant positive relationship between self-esteem and emotional management and learner’s academic performance in KCPE in Narok South Sub County. The study recommended that schools that sought to improve academic performance must not only insist on learners being taught the examinable subjects but should also consider life skills as a mandatory teaching subject. The results of the study are expected to be of great significance to the policy makers in education in regard to life skills education.