Factors that affects students performance in Kenya Certificate of Secondary Education (KCSE). A case study of Ngong division, Kajiado district

Abstract

This study set out to establish the factors which influence academic performance in K.C.S.E examination in Ngong Division, Kajiado District. The research was intended to find out whether K.C.S.E. performance could be attributed to specific factors that are present in the schools which perform poorly. The study covered the period 2000 -2006 and involved eleven Public Secondary Schools (Mixed and single sex, boarding and day schools). The literature review was divided into five sub-headings: School Administration and teacher characteristics, teaching/learning facilities provided by the school, Discipline, Assignment/homework management and the leamer's background. The conceptual framework shows variables (Inputs) and their expected directional effect on each other and on the output (performance). The study was ex-post-factor design. Two sets of questionnaires were designed by the researcher and validated by my supervisors at the University of Nairobi, Department of Sociology. Purposive sampling technique was used to select the study sample. The sample consisted of 15 form four class teachers and 150 students. The questionnaire return rate was 100% for the teachers and 94% for students. The data obtained was analyzed and interpreted using descriptive statistics (frequencies and percentages). Some of the major findings revealed by the study were that K.C.S.E. examination performance is influenced by student related factors and to some extent school related factors .:These include conditions and availability of the learning facilities, students' commitment to hard work, Parental concern over the academic performance of their children and their involvement in schools' activities (parental support), management of home work and classroom assignments by the teachers and finally the student background. Based on the findings, it was recommended that there is need for head teachers 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 expand schemes for bursary to help the students from poor-socio-economic backgrounds. Finally it was recommended that there is need for head teachers to involve parents in schools activities so that they have first hand information of not only their child's welfare at school but also the school where their children attend. Parents and teachers should look for ways of motivating the students to work harder in school despite the social economic problems.