Influence of quality assurance practices on students’ academic performance in public secondary schools in Trans Nzoia west sub-County

Abstract

The study examined quality assurance practices and their effects on student’s academic performance in secondary schools in Trans-Nzoia County. Specifically the study sought to assess how internal quality assurance practices affect student’s academic performance in schools, evaluate effects of external quality assurance practices on student’s achievement in schools, establish the relationship between standards and quality assurance practices and attainment of quality grades in KCSE examination, and identify intervention measures that enhance internal and external QAS practices in schools. The theoretical framework was derived from the Human Capital Theory and Capital Theory of School Effectiveness. The study adopted a descriptive survey design that ensured the collection of quantitative and qualitative data. The study population consisted of the 58 public secondary schools from Trans- Nzoia West Sub-County. The target population included all the 58 head teachers/ deputies, heads of department, form four students, and sub-county QASO. Purposive sampling was used to select all the 28 public sub- county secondary schools. They are the most affected by low transition of students to middle level colleges/university. Questionnaires, an interview schedule, and an observation checklist were research instruments. A pilot study yielded the reliability result 0.8 using Cronbach’s Alpha. Data was analyzed using descriptive and inferential techniques and presented in tables, pie charts, bar graphs, frequencies, and percentages. The findings from the study revealed that there were adequate internal quality assurance measures and inadequate external quality assurance practices. According the majority, external quality assurance practices influenced academic performance in schools. Internal quality assurance practices adhered to conventional practices that could not influence academic performance. The advisory gap by the external quality assurance to schools did not enhance the adoption of intervention measures to mitigate the problem of academic performance. The study suggested that inadequate quality assurance practices in the sampled schools contributed to poor student academic performance and recommended a review of internal QAS practices, increasing frequency of external QAS assessment in schools, embracing Total Quality Management, and schools to come up with strategic plans that track critical area among others. This study would be significant to policy makers, educational practitioners and school managers, who would be assisted to plan and strategize on best practices of improving performance in schools.