Determinants of Academic achievement in public secondary schools in Kenya: A case of Keiyo District.

Abstract

The purpose of the study was to investigate, the determinants of academic achievement in public secondary schools in Kenya. The objectives of the study were: to identify institutional factors, teacher factors, parental factors and student factors determining academic achievement in public secondary schools. The study was based on Bailey's (1987) education systems approach and utilized a descriptive survey research design. The target population comprised of 32 public secondary schools, 32 Head teachers, 415 Teachers, all students Keiyo District (11,345) and 9 Quality Assurance and Standards Officers representatives. The Respondents were head teachers, teachers, students, and the QASO representatives. Stratified simple random sampling was used to select boys', girls' and mixed schools. A total of 12 schools were selected for this study. Data was collected using questionnaire and document analysis. The reliability of the instruments was tested using split -half correlation where a co-efficient of 0.7 was obtained and this was considered sufficient to warrant execution. Pilot testing was done in the schools not included in the study to avoid pre-test sensitization. Collected data was analyzed using descriptive and inferential statistics. From the study, (R2 = .599) showing selected determinants (institutional, parental, teacher and student factors) account for 59.9% variation in academic achievement. The institutional factors (t= 3.31, P <.05) and student factors (t =3.5, P <.05) were found to be significant factors determining academic achievement. However, the parental factors (t =1.15, P >.05) and teacher factors (t =.966, P>.05) significantly does not determine academic achievements in public Secondary schools in Keiyo District. In particular, the teaching! learning materials and infrastructure were not adequate. Majority of the parents pay school fees in time. Absenteeism was a serious problem in the schools that were involved in this study. The study recommends that all educational stakeholders should work together as a team and also provide teaching/learning materials and infrastructure, internal supervision should be strengthened parents should play their role to visit their children on visiting and academic days and schools to have a clear and sound admission policy in order to enhance entry behavior of learners. This will enable the education administrators and stakeholders on improving the academic performance of secondary school students