Factors influencing performance in Kenya Certificate of Secondary Education (KCSE)

Abstract

The purpose of this study was to identify the factors influencing performance in Kenya Certificate of Secondary Education (KCSE) examinations in public secondary schools in Kibwezi Division in Kibwezi District, Kenya. Six objectives and six research questions were formulated to guide the study. Significance, -limitations; delimitations. research assumptions, definition -or-signIficant terms and organization of the study were also addressed in chapter one. The literature review comprised of relevant information about availability of physical facilities, availability of teachers, curriculum and instruction, teachers' characteristics, class-room management, supervision and inspection. It also presented information about theoretical framework and conceptual framework of the study. The target population consisted of all public secondary schools in Kibwezi Division. The study employed ex-post facto research design. The sample size consisted of a total of 458 respondents in 16 public secondary schools; 16 head reported that there were inadequate teachers in the schools. Cases of teachers being transferred from the school without replacements led to inadequate teachers which affected teaching and learning and ultimately affecting performance. Teachers gave assignments often but were not able to mark the assignments due to large enrollment of students and too much load and many classes to teach. Quality Assurance and Standards Officers (QASOs) rarely (onces after two years) visited the schools as it was reported by 43.8% headteachers for supervision and inspection. Headteachers (62.5%) rarely checked schemes of work, progress records, lesson plans and students notes but they often (93.8% headteachers) checked the block time table. Based on the findings, it was recommended that schools should be provided with learning resources to facilitate learning hence, improve academic performance. Government should provide teachers to schools so that the teaching load could me minimized hence enabling teachers to perform effectively. QASOs should be frequent in supervision of schools to enhance standards which may improve academic performance. The QASOs should aim at assisting teachers and not to be fault finders so that their remarks could be implemented. Headteachers should be on the front line in supervision of their schools. They should check on the professional documents regularly to enhance the effectiveness of the teachers in resources and academic performance should be conducted. A study to determine the relationship between supervision of schools and academic performance should also be conducted. It was also suggested that, a study on factors influencing academic performance in private secondary schools was necessary.