School based factors affecting performance of students in KCSE in public day secondary schools in Mathioya District, Kenya

Abstract

Good performance in KCSE is a major determinant of one's career as it facilitates transition to the next level of training. This situation creates a high demand for secondary education which has eventually led to establishment of many day secondary schools. This study aimed at determining school .based factors that influence performance of students in public day secondary schools in KCSE in Mathioya District. Using a descriptive survey design, the study had a target population of 16 secondary schools in Mathioya district. The sample of study constituted 14 principals and 196 teachers. Two schools were used for the pilot study. Data was collected using questionnaires for principals and teachers.

Data collected was analyzed using the statistical package for social science (SPSS). The findings showed that teachers' age affects teaching and that majority of the teachers (62%) were either youthful or aged. It also revealed that teachers' gender did not have a significant effect on some teaching and learning activities like lesson preparation, content delivery and frequency of evaluation. Teachers with high qualification were more effective in teaching than the untrained teachers. Experienced teachers with many years of teaching deliver subject content with ease.

The study revealed a strong relationship between science laboratories, text books and classrooms and students' performance in KCSE.. Schools that have these facilities are likely to perform better than those without. The supervisory role of a principal was found to affect his/her effectiveness as a classroom teacher. The study revealed a positive relationship between supervision of students, teachers and support staff and students' performance in KCSE.

The results also showed that performance of students in KCSE in the participating schools was either fair or poor. This could be attributed to the fact that the bulk of the teaching staff (62%) are either youthful or aged; 19.8 percent of the teachers are untrained; 71.9 percent teachers have a teaching experience of less than 21 years; text books, libraries and laboratories are inadequate; principals have a huge teaching load and they have to balance between attending classes and supervision of students, teachers and support staff.

The study recommended that the TSC and BOGs should balance teachers' gender during recruitment and recruit teachers with high academic qualifications. Ministry of Education should fund infrastructure development in these schools. All stakeholders in education must come . together to address the poor results in day secondary schools in Mathioya district. Suggestions were made for further research on this study in other districts of Kenya or urban setting and factors that influence performance of boarding students in KCSE.