Factors that influence student performance in KCSE examinations: a case of selected public secondary schools in Trans Nzoia west district

Abstract

The main purpose of this study was to identify factors that influence students' performance in KCSE examinations in Trans Nzoia West District. The study was guided by the following objectives: to assess school institutional factors that contribute to difference in performance among different schools in KCSE, to establish teachers factors that influence academic performance of students in KCSE, to establish students characteristics that influence performance in KCSE examination and finally to determine the effect of management style on academic achievement. The study was based on the Systems Theory as expressed by Von Bertalanffy (1928), which focuses on the need for a school (system) to function as a whole. Descriptive survey design was adopted; research was a mixed research approach both quantitative and qualitative; questionnaires, and document analysis were used to collect data. These instruments were tested for validity arid reliability. A sample size of 243 respondents comprising 8 head teachers, 200 students and 35 heads of departments were drawn from selected public secondary schools to participate in the study through purposive, stratified and simple random sampling techniques. Data was analyzed using qualitative descriptive statistical technique, specifically frequencies and percentages. Bar graphs, pie charts and tables were used to present data. The study established that the factors that influence performance of national examinations are, the school institutional factors that contribute to difference in performance among different schools in KCSE examination. The study also found out that performance in national examination is influenced by how teachers prepare students by always giving them tests and also discussion among the students as a method of learning and revising which has improved performance in Trans Nzoia West District. Based. on t~ ~ndi~gs ~f this study, it is sug~ested that, further research ?e carried out to establish ttre implications caused by the' Impact of parental education on students performance in national examination. The study therefore 'recommends that head teachers should ensure that teachers for Guidance and Counseling should be given prior training. It is envisaged that the findings and recommendations of this study will be used by teacher training bodies' of the Ministry of Education in conjunction with KlE .