Determinants of learning achievement in economics in Kenyan secondary schools

Abstract

The purpose of this research was to study the determinants of learning achievement in economics in Kenyan secondary schools. The data analyzed and discussed in this study were collected from a total of 78 schools located in seven of the eight provinces in Kenya. The sampled population included the headteachers, teachers of economics and economics students at the form four level. Also interviews were held with relevant officers at the Kenya Institute of Education, Kenya National Examinations Council and at the Inspectorate Department of the Ministry of Education. The data were collected through the use of questionnaires and analysed at two levels viz; descriptive and econometric. The descriptive analysis involved tabulation of the raw data into percentages and means and subsequent interpretation while the econometric analysis involved specification of linear multiple regression models. The dependent variable (learning achievement) was regressed against the school level variables, economics teacher variables and economics students' variables that were thought to have influence on learning achievement in economics. The econometric results indicated that school and teacher variables were the most significant determinant of learning achievement in economics in Kenyan secondary schools. The age of the head teacher, instructional methods adopted by the teacher, teachers' professional and academic qualifications were significant. Other variables including teachers' sex, teacher responsibility and teaching experience were also quite significant. The students' variables were not statistically significant. Schools that were well endowed with both human and physical resources were likely to attain better performance in economics. Analysis of the results also revealed that there IS a need to harmonise the teacher training institutions with the secondary schools in an effort to understand training requirements of the economics teachers in Kenya. It was further observed that there was need to establish and develop relevant instructional resources in economics education in Kenyan secondary schools. It was found out that the impact of inspectorate department was hardly felt in economics education. Emphasis was laid for the adoption of versatile teaching methods besides the currently rampant use of lecture. These and other results were used to suggest reccommendations and further research in the area of economics education in Kenyan secondary schools