Factors influencing students’ achievement in English in secondary schools in Kenya: a case study of Kisii south district Kenya

Abstract

The purpose of this study was to investigate the factors influencing students‟ achievement in English language in secondary schools in Kisii South District Kenya. The specific objectives of the study were to investigate whether the teacher characteristics, institutional factors and facility related factors affected students‟ achievement in English. The study was guided by the Educational Production Function Theory (EPF) which explains the relationship between inputs and outputs in a firm. The study‟s target population was drawn from 18 secondary schools in the district. Stratified and purposive sampling techniques were used to select the study sample, which comprised of 15 secondary schools. Questionnaires were administered to 19 English teachers and 250 Form Three students from the selected schools. The researcher interviewed 15 Head teachers from the selected schools. The data was analyzed using descriptive and inferential statistics. Descriptive techniques estimated means, standard deviation and percentages. Inferential statistics used was multiple linear regression analysis. The major findings of the study were that low academic achievement in the district is caused by lack of teaching and learning resources and textbooks. Maternal education was found to influence students‟ academic achievement. Laxity among the unmotivated teachers was also a major cause of students‟ low academic achievement. Another finding of the study was that the type of school had a positive effect with students‟ academic achievement. The adequacy of English class readers had a positive relationship with students‟ achievement in English. It was also established that the English teachers‟ use of language that is easy to understand and their enthusiasm towards English led to the students‟ high achievement in the subject. The researcher recommended that for schools to perform better in national examinations, teachers should be given an opportunity to pursue further education and training. They should be motivated upon graduation in form of promotions and better remuneration. The Government should strengthen the policy on Free Primary Education (FPE) and subsidized secondary education. The Government should also employ affirmative action to increase the girl child‟s enrollment in schools. It should strive to ensure an equitable distribution of educational resources to all schools in Kenya. The results of the study are expected be useful to parents, students and teachers of English. They are also expected to be useful to educational planners and KNEC.