Abstract:
The annual KCSE results for the secondary schools in Mombasa County had for many years been dismal compared to other counties nationally. From 2012 to 2016 cumulatively only 38 schools out of 166 of schools studied had a mean grade of C+ and above while 128 had below C+ grades. The purpose of this study was to determine two types of school cultures high performing and low performing and how they influence academic performance in selected secondary schools in Mombasa County, Kenya. The objectives studied were; to describe school cultures in both high performing schools and low performing schools, to analyze KCSE performance scores in secondary schools
in Mombasa County from 2012 to 2016 and finally to determine if there is any
relationship between school culture and academic performance. The study was
informed by Cognitive anthropology theory of Goodenough and Walberg’s theory of
educational productivity. Mixed methods research rooted in Pragmatism was used.
Qualitative and quantitative approaches have been used concurrently. The study applied
descriptive survey design. The target population was all the principals, teachers and
students from selected 98 high and low performing schools. Stratified, purposive and
simple random sampling were used in this study. Stratified sampling was used to select
the category of schools, the 28 principals, 202 teachers and 457 students from a sample
of 24,878 individuals. Questionnaires, interview schedules and document analysis were
used to collect data for this study. Checking of reliability and validity of research
instruments was done. Descriptive statistics used were means, frequency, standard
deviation and percentages. Inferential statistics used multivariate regression analysis,
factor analysis, chi square and Pearson coefficients of correlation were used to test the
relationships between school culture and academic performance. The research findings
show that the culture in High performing secondary schools in Mombasa County are
influenced by superior entry behavior for form one, the learners’ good general and
self-discipline and the utilization of forming learners’ community or study groups to
enhance completion of tasks for a common purpose. In contrast, the Low Performing
Schools (LPS) were hindered from good performances by the lower average KCPE
entry marks, the failure by their leadership to provide adequate resources, and the too
low levels of general and self-discipline, and over engagement in games, which lead
to insufficient time on task by the students, although they have a redeeming good
utilization of the learners’ community. The culture model in HPS has four factors while
that of LPS has five factors. On the basis of those findings this study recommends
that HPS principals should increase supervision of teachers’ lessons, reinforce strict
bedtime and rising times, provide sufficient resources, encourage more participation in
games and enforce the language policy. Principals of LPS should address not only the
low entry marks, poor discipline and poor provision of resources, but also limit the
participation in games and sports at the expense of academic work. In conclusion
differences in the school cultures in secondary schools in Mombasa are responsible for
the differences in performance. This study will benefit education stakeholders,
researchers, principals, teachers, and students.