| dc.description.abstract | The Purpose of this study was to investigate the factors that influence performance in Kenya Certificate of Secondary Examination in selected secondary schools in Nairobi and Central Provinces. The research was intended to find out whether good academic performance could be attributed to specific factors that are present in the schools performing relatively better. The major factor considered in this study KCSE performance. The literature review was divided into four subheadings: effect of school-related factors on academic performance, effect of non-school factors on academic performance, effect of student-related factors on performance and effect of motivational factors on performance. From the literature review, a conceptual framework was designed. The conceptual framework showed variables (inputs) and their expected directional effect on each other on the outputs (performance). The study used expost facto research design. The sample consisted of 32 headteachers, 575 teachers and 773 students. The data was analyzed and interpreted using descriptive statistics and the chi-square statistical test which was accompanied by a contingency coefficient. The study revealed that there was a significant relationship between the condition of school facilities, as perceived by headteachers, and students’ academic performance in KCSE. The study also revealed that students’ KCPE entry marks, headteachers’ frequency of holding staff meetings, students’ socioeconomic background, teachers academic qualification, teachers’ workload, involvement of teachers in administrative decision-making, method used to solve teachers’ problems, headteachers’ frequency of holding meetings with parents, frequency of headteachers’ meetings with form four students, teachers’ attendance of in-service training and promptness of school fees payment were significant in determining KCSE performance. The factors that were not found to be statistically significant in determining KCSE performance were teaching of extra hours and reinforcement by parents on their children. Based on these findings it was recommended that there is need for headteachers 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 encourage bursary schemes to cater for students who come from low socioeconomic background. Finally it was recommended that there is need for headteachers to involve parents in school activities and need to convert day schools into boarding schools. | en_US |
