Influence of Teachers’ Pedagogical Practices on Students’ Summative Achievement in Public Secondary Schools in Bomet Central Sub County, Bomet County, Kenya

Abstract

The study looked into how teacher pedagogical approaches affected students' summative performance in public secondary schools in Kenya's Bomet Central Sub County. Four goals served as the foundation for the study: the impact of teachers' collaborative approaches on students' summative achievement; the impact of teachers' pedagogical content knowledge on students' summative achievement; the impact of teachers' inquiry-based approach on students' summative achievement; and the impact of teachers' differentiated instruction on students' summative achievement in public secondary schools. The proper objectives, theoretical framework, and conceptual framework were the main topics of the literature review. The theory of teaching, also known as instructional design theory, was developed by psychologist Robert Gagne in 1965. It asserts that there are various forms of learning and that each requires a distinct kind of training. This theory served as the foundation for the theoretical framework. Verbal information, cognitive skills, physical skills, attitudes, and intellectual skills are the five learning categories that Gagne recognized. The descriptive survey research strategy was chosen for the study because it enabled the researcher to accurately define the traits of a person or group. The study focused on 33 public secondary schools in Bomet Central Sub-County, Bomet County, Kenya, with 2000 pupils, 600 instructors, and 33 principals. 33 schools were sampled proportionately, 33 principals were sampled census-style, and 400 students and 120 teachers were sampled simply and randomly. Instruments for gathering data included a schedule of principal interviews and teacher and student questionnaires. The Statistical Package for Social Sciences (SPSS) version 22 was used to code and enter the data onto a computer for analysis once it had been cleaned. Descriptive statistics including frequencies, percentages, averages, and standard deviation were used to analyze the quantitative data. For each goal, inferential statistics were analyzed using Pearson product moment correlation. The method used to process qualitative data was content analysis for transcription and categorization of open-ended questions and interview transcripts. The results were either verbatim narratives or frequency tables. The results demonstrated that students' summative achievement was impacted by all four objectives. Regarding Teachers' Inquiry-based approach and Students' Summative Achievement (r(115) =.524, p<0.05); Teachers' Collaborative Approach and Students' Summative Achievement (r(115) =.829, p<0.05); Teachers' Pedagogical Content Knowledge and Students' Summative Achievement (r(115) =.576, p<0.05); and Teachers' Differentiated Instruction and Students' Summative Achievement (r(115) =.847, p<0.05) The study came to the conclusion that summative accomplishment of students in public secondary schools in Bomet Central sub-county, Bomet County, Kenya, is influenced by the pedagogical practices of their teachers. The research suggests The Ministry of Education should create and implement policies that require teachers to engage in ongoing professional development. These should center on improving their pedagogical content knowledge, inquiry-based learning, collaborative approaches, and differentiated instruction. Regular training sessions, workshops, and seminars should be part of this process. The Ministry of Education should work with TSC and KEMI to develop and implement these policies. The responsibility of ensuring that flexible and adaptive teaching strategies, such as inquiry-based and differentiated instruction, are incorporated into the national curriculum should fall on KICD. Policies should be developed to guarantee that curricula are updated on a regular basis to reflect the most recent findings in educational research and teaching techniques. TSC should put in place policies that connect teacher incentives and evaluations to the successful use of cutting-edge pedagogical strategies. Teachers who succeed at utilizing collaborative and inquiry-based methods should be rewarded for their efforts