Determinants of academic achievement in Kenya Certificate of Secondary Education in Homabay District, Kenya
Nyasaka, Lucas O
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The purpose of this study was to investigate determinants of academic achievement in KCSE in Homabay district, Kenya. The study was guided by the following objectives: to establish how teachers' qualifications affect the academic achievement of public secondary schools in KCSE in Homabay district; to establish how home background of students affect their academic achievement in KCSE in Homabay district; to determine whether students' ability on admission affects academic achievement in KCSE in Homabay district; to determine how qualifications of head teachers affect academic achievement in KCSE in Homabay district. I Pertmit was obtained from National Council for Science and Technology and instruments were administered personally. The 36 schools in Homabay district that offer examination at form four, 36 head teachers were selected by census, and 55 class teachers were selected. Stratified random sampling technique was used to obtain form four student sample making a total of 558 respondents. Questionnaires were used to collect data and validation was by expert judgment. Reliability of the instrument was determined using Pearson's correlation coefficient giving a value of 0.85, 0.76, and 0.71 for head teachers, class teachers, and students respectively. Data analysis was done using descriptive statistics such as mean scores, frequencies, percentages, and standard deviation. The results were presented in charts, graphs and tables. Content analysis was done for qualitative data and results presented in prose. The findings show that teachers' qualifications affect KCSE performance in Homabay District. Horne factors that include library Iizhtinz coachinz teacher, family relations, livelihood, and environment were also found to affect KCSE performance in Homabay District. Students' admission score was also found to affect KCSE performance to a great extent. Finally, qualifications of head teachers were found to affect KCSE performance. The study recommends in-service teachers training for teachers to improve their qualifications. Recommendations from the findings include giving incentives for the teachers to further their education. Another recommendation is that parents and guardians should playa critical role in preparing students for KCSE. Guidance and counseling is recommended for parents and guardians to reinforce achievements of the students in KCSE. This study recommends that more efforts should be directed towards preparation of students with low students' admission marks to improve their KCSE performance. Further study is recommended to ascertain the significance of the relationship that exists between students' admission score and their KCSE performance.