The factors influencing students academic perfomance in kenya certificate of secondary education in Kirinyaga central sub-county, Kirinyaga county, Kenya

STEPHEN WANYONYI LUKETERO; EDITH WAMBUI KANGANGI

doi:10.31686/ijier.vol7.iss4.1143

Authors

STEPHEN WANYONYI LUKETERO

University of Nairobi, Kenya
EDITH WAMBUI KANGANGI

University of Nairobi, Kenya

DOI:

https://doi.org/10.31686/ijier.vol7.iss4.1143

Keywords:

Absenteeism, Academic performance, Adult literacy, KCSE, Parallel programme, peer pressure, school based, school resources, teacher student’s ratio, staffing

Abstract

This paper is on factors students’ academic performance in Kenya Certificate of Secondary Education in Kirinyaga Central Sub-county of Kirinyaga County, Kenya. Literature review dwelt on global examination of academic performance, Africa review and regional including Kenya case. The study was guided by five objectives including but not limited to: factors that influence KCSE performance that include students-teachers ratio, peer pressure, school resources, student’s motivation and family background. The study used descriptive survey research design. The sample comprised of 136 respondents of whom 68 were Heads of department, 34 deans of studies and 34 school captains from all the 34 schools in Kirinyaga Central Sub-county. Results on teacher-students ratio was seen to be highly influencing students’ performance. All the respondents (100%) agreed that high teacher-student ratio influence KCSE performance by either leading to low physical contact between teachers and students hence poor understanding of concepts and poor individual attention to every students. Peer influence influences students’ academic performance. 67.6% of the respondents agreed that some learners might not be interested in academic excellence hence dragging others behind. Peers also influence each other on drug and substance abuse, premarital indecency, dressing indecently, coupling and laziness. It was observed that 94.1% of the respondents agreed that school resources influence students’ performance. These include enough teachers, textbooks, buildings, revision materials etc. on students motivation it was found that attitude of students influence academic performance by 73.3%. It was also noted that 86.7% of the respondents agreed that family background had influence on academic performance.

References

Adams, C. (2014). Class Size Crunch, Administrator Magazine: Leadership. Retrieved
February 9, 2014 from http: // Scholastic Com/browse/artide.JSP? Id=3755248 &Prit=1.
Alderman K. (2000) School Groups and Peer Motivation, Retrieved Jan. 24, 2004 from
http://www3.uakton.edu/education/safeschoolhtm
Bank B., Slapings R. and Biddle B. (2000). Effects of Peer, Faculty and Parental
Influences On Students Persistence; Journal of Sociology of Education
Vol. 63 (4) pp 208-225.
Bandura A. (1999). Self-Efficacy: The Exercise of Control. New York: Freeman.
Black, S. (2001). Child or Widget; Journal of Staff Development, 2001 (22), 4 Retrieved
February 15, 2014 from the Ebscottost database
Bernde T. (2004). Development Changes in Conformity to Peers and Parents
Development Psychology 15, 608-616.
Brophy, J (2004), Motivating students to learn, 20, 50-56
Burns A. &Darling N. (2002), Peer Pressure is not Peer Influence. The Education
Digest, 68-
4-6
Burtless, j., Garry, B (2011) Does money matter; the effects of school resources on
student’s performance

Castrogiovanni, D, (2002) Adolescence: Peer group’ Retrieved January 24, 2004 from
http://inside.bardedu/academic/specialproj/darling Htm
Coleman, James, S. et.al. Equality of Educational Opportunity, Washington D.C 1966
Chimombe, J.R. (2011). An analysis of biodiversity on follow land in Chui District
Zimbabwe. BSC Thesis, Department of Soil Science and Agriculture Engineering, University of Zimbabwe
Cullata, R. (n.d) Social Development Theory (Levvygotsky). Social Development Theory;
Retrieved March 18, 2014 from http: www.instructionaldesign.org/theories/social-development.html.
Emerson & Mencken (2013) Homework to require or not, Online Graded Homework and
Student Achievement perspectives on Economic Education Research, 7(ID) 20-42
Eggleton P. (nd) Motivation: A Key to Effective Teaching. The Mathematics, 3(2)
Ferlazzo, L (2013) Helping students motivate themselves; Practical answers to classroom
challenges 10, 33-37
Ferlazzo, L (2015) Helping students motivate themselves; practical answers to classroom
challenges
Ferguson Ronals, (1998) “Can Schools Narrow the Score Gap?” Washington D.C.
Brookings Institution Press.
Fraser N. J., Killen R. (2005). The Perceptions of Students and Lecturers of Factors
Influencing Academic Performance of two South African Universities; Perspective in Education, 23, 25-40
Finn, J. D. & Achilles, C.M. (1999), Tennessee’s Class Size Study, Findings, Implications
Misconceptions.Educational Evaluation on Policy Analysis 21 (2) 97-109.

Fischoff B. Cromwell, N. A. &Kipke, M (Eds) (1999), Adolescence Decision Making:
Implication for Prevention Programs, Retrieved Jan 24, 2004, from http://aspe.05.dhhs.gov/hsp/adolescents 99/.
Guthirie, J (2013) Rendering school resources more effective, vol 80, 45-62
Haimson, L. (2014). Why Class Size Matters. Parents across America; Retrieved from
http://Parents Acrossamerica.org/what-we-believe2/why class size
matters/ stnash.20MvVMAV.dpuf
Hanushek, Eric, a; “The Economic of Schooling: Production and Efficiency in Public
Schools”, Journal of Economics Literature, September 2007, 24, 1141-77.
Juma, F. (2011) the relationship Between Mode of Teacher Motivation and Students
Academic Performance in Public Schools in Bungoma North District.Unplished M.Ed. project Report, Moi University, Kenya.
Kothani C.R. (2008).Research Methodology, Methods and Techniques (2nd) Ed New
Delhi Pitman Publishers
Magnoson, K. & Berger, L.M. (2009), Family Structure and Transitions: Associations
With children well being during Middle Childhood, Journal of Marriage and Family 71(3), 575-591
Manzo K. (2008), Motivating Students in Middle Years. Education Week, 27 (28) pp 22-
25.
Ministry of Education, Science and Technology (2008), Mandate. Retrieved Aug. 21
2011 Fromhttp://www.Science and Science and Technolo.go.ke
Mugenda O. and Mugenda A. (2003), Research Methods: Qualitative and Quantitative
Approaches (2nded); Nairobi Acts Press
Muriithi, P.M. (2014), Socio Ecoomics Determinants of Girls performance in Agriculture
in mixed Day Secondary Schools in Kirinyaga Central sub county, Kirinyaga County, Kenya.
OECD Reviews of social resources. Czech republic 2016.