Kenya Methodist University crestKENYA METHODIST UNIVERSITYDigital Repository
 

Master of Education in Leadership and Educational Management

Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/58

Welcome to Master of Education in Leadership and Educational Management collection

Browse

Start date: 2020Subject: search.filters.subject.Academic Performance

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Influence Of Parental Involvement on Learners’ Academic Performance in Junior Schools in Imenti North Sub County, Meru County, Kenya
    (KeMU, 2025-09) Gakii, Richard Betty
    The Kenyan Competency-Based curriculum has continued to demand a lot of parental involvement in children’s education for better performance. However, the academic performance of learners in junior schools has been low while, the extent to which academic performance of junior learners is influenced by different parameters of parental involvement is not clear. This study aim was to evaluate the influence of parental involvement on the academic performance of learners in junior schools in Imenti North Sub-County, Meru County. The specific objectives were to assess parents’ provision of basic needs, parents’ participation in school meetings; academic and homework supervision and involvement in school decision-making on the academic performance of learners in junior schools in Imenti North Sub-County. The study was informed by the Epstein’s Model of Parental Participation. It also employed a descriptive survey research design. The research targeted 26 head-teachers, 26 class-teachers, 1170 JS learners and 1170 parents totaling to 2392. A sample size of 158 consisting of 8 head-teachers, 8 class teachers, 71 learners and 71 parents in Imenti North Sub-County facilitated the research. A Stratified sampling procedure was used sample schools from two strata and simple random sampling was adopted to obtain learners and parents’ participants. The head-teachers and class teachers from each sampled school included using purposive sampling. Data was gathered using questionnaires, interview guide and focus group discussion. Piloting of the research tools was done at Tigania west sub county, Meru County. Data validity was ensured by checking construct, content and face validity, while reliability by computing Cronbach alpha values where an alpha value of 0.7 or greater than indicated reliability. Quantitative data was analyzed using SPSS version 26. Thematic analysis was utilized to analyze the qualitative data. Quantitative findings were presented using tables and figures. For the qualitative data, narration was adopted. The study noted that provision of basic needs was necessary for realizing learners’ performance. Better communication strategies, leadership styles that encourage parent involvement in meetings and parents’ education are also major support systems to child’s education. The study recommends the government to provide learning resources, facilities and healthcare strategy to address the threat to the provision of basic necessities. Also, NGOs and Churches to intervene to support school food program. JS head-teachers should strengthen communication by speaking the needfulness of meetings, timely relaying the messages, establish how parents will be engaged, participate and give feedback concerning what is discussed in the meetings. The findings implicate junior school policies, best-practices, guidelines and measures to guide parent retooling, heads participatory leadership styles, comprehensive communication strategies and diversifying avenues of parent involvement.  
  • Thumbnail Image
    Item
    Influence Of School Culture on Academic Performance Among Public Secondary School Students in Masinga Sub-County, Machakos County, Kenya.
    (KeMU, 2025-09) Nzivo, Mwende Junesther
    Despite significant investments in education by various stakeholders, academic performance in public secondary schools in Masinga Sub-County, Machakos County, Kenya remains persistently below national standards. This study investigated the influence of school culture on academic performance among public secondary school students in Masinga Sub-County. Specifically, the research examined how principals' management practices, school functions, disciplinary climate, and teacher motivation influence academic outcomes measured through KCSE performance indicators including improved discipline, increased quality grades, and improved mean scores. The study employed a descriptive survey design utilizing both qualitative and quantitative approaches. The target population comprised 8,325 participants from 25 public secondary schools, including 25 principals, 300 teachers, and 8,000 students. Using Yamane's formula, a sample of 382 respondents was selected through purposive and stratified random sampling techniques. Data collection instruments included semi-structured interview schedules for principals and structured questionnaires for teachers and students. Instrument validity was ensured through expert review and pilot testing, while reliability was confirmed through Cronbach's Alpha coefficients exceeding 0.7 for all constructs. Quantitative data were analyzed using SPSS version 27.0, employing descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Independent Samples t-tests). Qualitative data underwent thematic analysis to complement quantitative findings. Key findings revealed that: (1) Principals' management practices significantly influenced academic performance (p<0.05), with curriculum management showing the strongest association; (2) School functions, particularly prize-giving ceremonies and academic days, positively impacted student motivation and academic culture; (3) Disciplinary climate played a crucial role in creating conducive learning environments, though enforcement consistency varied; (4) Teacher motivation through professional development, reward systems, and welfare programs significantly affected teaching quality and student outcomes. The study concluded that school culture components collectively create an environment that either facilitates or hinders academic achievement. Based on these findings, the study recommends: enhanced principal training in financial and resource management, standardized recognition programs for teachers, implementation of student feedback mechanisms, development of inclusive school functions, and establishment of consistent disciplinary frameworks. These recommendations aim to optimize school culture for improved academic performance in Masinga Sub-County and similar contexts.  
  • Thumbnail Image
    Item
    Influence Of School Social Environment on Students’ Academic Performance in Public Secondary Schools in Machakos County, Kenya
    (KeMU, 2025-09) Rhoda, Gachaga Wakuhi
    Despite substantial investment in physical educational facilities, many well-equipped public secondary schools in Kenya continue to experience declining academic performance, suggesting that non-physical factors may play a more significant role in student achievement than previously recognized. This gap in understanding the influence of school social environment on academic outcomes necessitated investigation beyond traditional infrastructure-focused approaches. The study determined the influence of school social environment on students' academic performance in public secondary schools in Machakos County. Using descriptive survey design grounded in social learning theory, the research targeted a population of 14,894 comprising 19 school principals, 483 teachers, and 14,392 students from national and extra-county schools. Through stratified and purposive sampling techniques, 315 respondents were selected: 10 principals, 30 teachers, and 275 students from 10 schools. Data were collected using self-administered questionnaires with 24 behavior sub-indicators measuring four social environment dimensions: teacher-student interpersonal interactions, student-student interpersonal interactions, learner characteristics (motivation and involvement), and principal leadership styles. Descriptive and inferential statistical analyses were conducted using SPSS version 2016. Findings revealed that school social environment significantly influenced academic performance, with 82% of respondents affirming this relationship through descriptive analysis. Inferential analysis demonstrated statistically significant positive correlations across all dimensions: teacher-student interactions (R=0.65, R²=42.4%, p<0.001), student-student interactions (R=0.91, R²=82.1%, p<0.001), learner motivation (R=0.96, R²=91.8%, p<0.001), learner involvement (R=0.93, R²=87.1%, p<0.001), and principal leadership styles (R=0.91, R²=82.8%, p<0.001). Combined social environment factors accounted for 96.3% of variance in academic performance (adjusted R²=0.963, p<0.001). The most influential factors identified were teacher approachability for consultation, student respect for teachers, healthy peer competition, active classroom participation, goal-setting encouragement, and performance recognition. The study concludes that school social environment constitutes a primary determinant of academic performance, surpassing the traditional emphasis on physical infrastructure. These findings provide evidence-based direction for educational stakeholders to prioritize social environmental improvements. The research recommends that the Ministry of Education, school administrators, and teachers focus on developing positive interpersonal relationships, fostering collaborative learning environments, enhancing student motivation and engagement, and implementing transformational leadership practices. Similar investigations should be extended to other school categories and counties to validate these findings across diverse educational settings.
  • Thumbnail Image
    Item
    Effect of Affirmative Action on the Academic Performance of the Boy-Child in Public Primary Schools in Kieni East Sub County – Nyeri County
    (KeMU, 2020-08) Kahiga, Mutahi Edward
    Education is fundamental to development of human resource capacities and economies. It is a vital tool in achieving greater autonomy, empowerment of women and men and in addressing gender gaps in all aspects. Academic performance has, hence become a vital stop gap measure towards achieving education across many nations. That notwithstanding, there has been great concern over poor academic performance of boy child in Kenya. This is partly attributed to the overemphasis on girl child as a result of the affirmative action in education. The purpose of this study was to investigate the effect of affirmative action on academic performance of the boy child in public primary schools in Kieni East Sub-County, Nyeri County. It was guided by specific objectives that aimed to establish the effect of gender parity, gender mainstreaming and women advocacy on academic performance of the boy child in Kieni East Sub-County, Nyeri County. The investigation was guided by three theories namely: motivational system theory, reciprocal determinism theory and theory of justice. The study adopted a descriptive survey research design. The target population for this study comprised 52 head teachers, 542 teachers and 17,824 pupils in the 52 public primary schools in Kieni East Sub-County. A sample of 10 head teachers, 108 teachers and 357 standard seven pupils was selected. Data was collected using a semi structured questionnaire for teachers and pupils. An interview guide was used to solicit data from head teachers. Piloting of research instruments helped to test the validity and reliability accordingly. A reliability coefficient of 0.83 was noted. Qualitative data from interviews and open-ended questions in the questionnaire were analysed using content analysis which involved making inferences by identifying specified characteristics of messages and describing the attributes of the messages. Quantitative data was analysed through descriptive statistics. Association between variables was tested using Chi-square tests. Statistical analysis was done with the aid of Statistical Package for Social Sciences (SPSS) version 22.0. Results were presented using charts, frequency tables and narratives. Findings of the study showed that gender parity was not statistically significant in affecting boys’ academic performance. Gender mainstreaming and women advocacy had significant effect on the academic performance of the boy child. It emerged that girls were more favoured than boys during awarding of scholarship and in providing gender based training. Academic performance of the boy child was generally found to be lower than that of the girl child. Ministry of Education should re-evaluate the implementation of the affirmative action policy in education in order to enhance gender equality and equity in primary schools. There is need to shift from girl-centred affirmative action to a more inclusive approach in order to accommodate the needs of the boy child in public primary schools. Gender sensitization and awareness trainings on basic principles of affirmative action are also needed. The results have implications on policy regarding equality in education hence the Ministry of Education should develop inclusive policies intervention measures for addressing the academic performance of boy-child in Kieni-East Sub-county and other regions.