Factors influencing the academic performance of day scholars in public secondary schools in Kenya: A case of Mumias west sub-county

Abstract

Success of the school in carrying out its primary charge of educating and socializing students is contingent on students attending school regularly. The main purpose of this study was to investigate the factors influencing day scholar’s academic performance in day public secondary schools in Kenya with keen interest in Mumias west sub-county. The guiding objectives were: To determine the extent to which school attendance, to examine how parents support, determine how availability of school instructional resources, to assess the extent to which monitoring mechanisms influenced academic performance of day scholars in day public secondary schools. The study was grounded on Blooms Taxonomy of learning theory. Blooms theory is an excellent resource for developing parental ideas, teaching strategies and learning materials needed to be considered to improve the outcomes of our students. This theory was supported by Abraham Maslow’s hierarchy of needs. The researcher used the descriptive research design. The target population consisted of 18 principals 18 PTA chairmen 4 zonal education officers and 342 teachers making a total study population of 382. The researcher used 30% of the secondary school population as suggested by Kothari (2004). Hence systematic random sampling was used to select 75 teachers while purposive sampling selected 40 other officers to make a total sample of 115. Data was collected using a closed –ended questionnaire and interview schedules. It was concluded that; non attendance affects completion of syllabus and that parental involvement is pertinent to good performance; hence parents should be sensitized about their involvement in their children’s academics as the government provides needed learning materials and motivation to monitor and evaluate students work effectively to enhance good academic performance in Mumias west sub county.