Determinant Factors and Their Effect on Students’ Academic Performance in Christian Religious Education in Public Secondary Schools in Transmara West Sub County, Narok County

Abstract

The purpose of this study is to investigate determinant factors and their effect on students academic performance in Christian Religious Education in public secondary school in Transmara West Sub County, Narok county. The study was guided by the following specific objectives, namely; to establish the extent to which students’ attitudes; socio-economic status, gender and age affect students’ academic performance in Christians Religious Education. This theory was grounded on self- perception theory, which provided an understanding of student’s self-perception based on their age, gender, attitudes and social economic background might affect their academic performance in CRE. The research used descriptive survey design and targeted form three students from 20 public secondary schools in Trans Mara West Sub County (1 national, 1 extra county, 8 county, 10 sub-county schools); 6,000 students (3,600 female and 2,400 male students) 42 CRE teachers and 20 principals. The researchers used purposive sampling techniques to select 15 teachers and 10 principals and random sampling methods used to select 500 students giving a total sample size of 625 Questionnaires and interviews were used to collect data from teachers, principals and students. An introductory letter from the University of Nairobi and authorization permit from National Commission for Science and Technology was obtained. Consent letters were further obtained from the District Education officer Transmara subcounty and were sent in advance to participants providing an explanation pertaining the purpose of the research. Quantitative data got from the questionnaires were coded and analyzed via SPSS. The qualitative data obtained were subject to descriptive statistics. Descriptive analysis entailed involved transfer of raw data in tables, figures, percentage and in order to make sense from the gathered data. Quantitative data were subjected regression analysis to establish the link between the research variables. Findings revealed that students attitude, student socio – economic status, gender and age affected students performance in CRE. Students with positive attitude towards CRE performed better when compared to those who had negative attitude due to peer pressure, an alternative source of fulfilling unmet needs, surrounding self with negative role model, unstable thinking and uncontrolled environment. Differences in social economic classes affected students’ performance in CRE due to poor living condition, inadequate household income and parental engagement. Gender (being a male or female students) had elements such as gender roles, school internal and external environment and social economic status that affected performance of CRE. Age affected CRE performance since it had elements linked to rates of assimilation, motivation, commitment and life experience that affected students performance in CRE. The research recommends that CRE teachers should use teaching pedagogy that is memorable and enjoyable to enhance motivation and enable students acquire positive attitude towards CRE.