Institution based factors influencing students' performance in kiswahili at KCSE in public schools in Sameta Division Kisii County kenya (original) (raw)
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In this chapter the framework is about the study of social cultural effect on secondary student performance in Kwanza division of Trans-Nzoia County in Kenya. The following aspects are covered: the background, the conceptual background, the theoretical background, the contextual background, the problem statement, the general and specific objectives, the research questions, the scope and the significance of the study. The background:-The study is concerned with the phenomenon of social cultural effects on secondary school students performance in particular reference to Kwanza division of Trans-Nzoia County-Kenya. The phenomenon of social cultural factors effect on student performance worldwide has drawn attention in many countries over its nature, content, relevance and achievements in relation to the performance in learning institutions more so in secondary schools. According to Oxford learners dictionary (2002) defines performance as an act of perform (Execute), accomplish, achieve, bring into operation, bring to pass, carry into execution, discharge a duty, effect, effectuate, employ oneself, enact, function. The reason why much emphasis is to be laid on social cultural factors is that Marchesi and Martin (2002) observed that personal, family and academic factors affecting low achievement in secondary school considered a key element for pupils' personal and academic development. The value given from teacher to pupil and vice-versa are usually reciprocal, highlighting additionally the personal relationship. Discussions on academic achievement have been going on throughout the world, over content, relevance, importance and goals of education. The reason why there is much focus on education is that education is-a factory‖ for human resource and yard stick for national development.-Teachers Service Commission (2007). Education plays a very major role in development of human resource, which is the major input in economic production. Social cultural factors are some of the major factors that account for secondary school academic achievement. Marcos (1990) and Fullana (1995) sought to understand factors which account for low academic achievements. The result of the study revealed that influence of variables such as parents' academic level, gender, motivation and relationships between peers affected academic performance. It was noted from the study that academic failure frequently appears as reactions to conditions of change, such as plans for educational reforms, or response to critical situations. Bishop (1985) asserts that curriculum goes astray when it has no relevance to development of society; that through curriculum the natural desired transformation and modernization of society and the economy can be achieved. However achievement cannot be realized if factors affecting academic achievement are not addressed. According to Sifuna et al (2006), natives had their own curriculum of indigenous education before modern education was introduced in Kenya. The content of this curriculum was purely vocational for the young ones and adults according to gender. The vocational contents included production, technical, leadership, agricultural and environmental skills.
Certificate of Secondary Education examinations is therefore a good indicator of the quality of education offered in schools. This is because it is a standardized instrument and therefore a reliable measure. In the years 2011 to 2014 Kakamega County posted mean scores of 5.439, 5.228, 5.363 and 5.654 respectively. These means translate to an average of C-for the years 2011-2014 which was below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses such as medicine, pharmacy, engineering, architecture, law , teaching among others in tertiary institutions and at university level. The key factors based on studies that have been conducted on factors that influence students' academic performance in secondary education are: principals, teachers, students, school factors and government policies. The number one factor is the student. This is because she is the person who stands to lose or gain ostensibly from performance in Kenya Certificate of Secondary Education examinations. Students are products of Kenya Certificate of Secondary Education examinations process. It is against this backdrop that this study investigated student factors' influence on student academic performance in secondary education in Kenya using Kakamega County as the site for the study. The study population consisted of 324 secondary school principals, 324 Deputy principals, 1 County Education Quality Assurance and Standards Officer and 9,000 Form IV students of 2014 cohort. Regression analysis technique was used to establish the influence of student factors on students' academic performance. This study established that student factors influenced student academic performance by 7.56%. The other 24.4% was due to other factors which were not subject of this study. Performance in Kenya Certificate of Primary Education, age, participation in co-curricular activities and exclusion from school were student factors that were statistically significant predictors of students academic performance in Kenya Certificate of Secondary Education examinations whereas Kenya Certificate of Primary Education mark, exclusion from school and co-curricular activities enhanced students academic performance, age (18 years and above) reduced students academic performance. Unrest absenteeism from school, class and preps were not statistically significant predictors of students' academic performance.
The study sought to determine the relationship between school based factors and students' performance in public secondary schools in KCSE in Masaba North District. The objectives of the study were: To examine the relationship between teacher qualification and students' performance in K.C.S.E.; To establish the relationship between school facilities and student performance in K.C.S.E; To determine the relationship between head teachers' supervisory roles on school performance in KCSE. The target population for the study was 24 Principals and 24 teachers from 24 public secondary schools in Masaba North District in Nyamira County. Simple random sampling technique was used to sample 24 teachers while census was used to gather information from the 24 Principals. Three schools from Masaba South District were used for the pilot study to test validity and relaibility. Data was collected using semi-structured questionnaires. Descriptive statistics was