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

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    Teachers’ Management Practices and Public Primary Pupils’ Academic Performance in Matuga Sub - County, Kwale County, Kenya.
    (KeMU, 2022) Mwangare, Abdhul Ndundi
    The KCPE academic performance has been poor in Matuga sub County; mean scores were as follows: 2015- 254.23, 2016-243.45, 2017- 239.09, 2018- 234.76 and 2019- 239.84.This study sought to assess the teachers’ management practices and public primary pupils’ academic performance in the Sub-County. The objectives were; to establish teachers’ discipline management practices and pupils’ academic performance, to assess teachers’ instructional monitoring practices and pupils’ academic performance, to find out the teachers’ instructional management practices and pupils’ academic performance, to determine teachers’ time management practices and pupils’ academic performance. The limitations of the study included; Uncooperating participants, social Learning theory and Assertive Discipline Model were used which might have not addressed all the variables appropriately. 64 (81.01%) questionnaires were returned but it did not affect the research findings. Observation checklists were 100% recovered. The study used a descriptive survey design. The target population included 98 head teachers and 691 teachers. The sample size included 10 % of the head teachers 98 and 10 % of the teachers making a sample size of 79 subjects for the study. The study was guided by Social Learning theory and Assertive Discipline Model. Questionnaires and observation check lists were used to collect data to investigate on existing practices of class management. Permission was sought from NACOSTI, Kwale County Commissioner and head teachers of sampled schools. Validity was done by the supervisors who corrected and approved the questionnaire and Observation checklist. Reliability was done using test-retest method to 8 respondents within the sub county. The quantitative data was analyzed using Spearman's Rank correlation and Chi Square presented in percentages, frequency tables and inferences. The quantitative data from the checklist was analyzed and the data analysis was presented in tables. The study revealed that, teachers’ management practices influencing pupils’ academic performance include; inadequate punishment records and classroom rules, poor study group work management of learners and inadequate supportive feedback records, inadequate use of pedagogical materials and unavailability of lesson study lesson plan and inadequate use of records of work and poor syllabus coverage. Recommendations include; All classroom teachers including deputy head teachers as discipline teachers should ensure they maintain punishment records and set classroom rules to instil discipline in their classes. All teachers as well as class teachers and senior teachers should make sure they introduce pupils’ study groups, keep group work records and offer supportive feedback and keep records for effective monitoring. Curriculum support officers and head teachers should insist on teachers frequently use appropriate teaching and learning aids, and practice lesson study as well as use lesson study lesson plan to enhance instructional delivery. County/Sub county Directors of education, County/Sub county Quality Assurance Officers, Curriculum Support Officers, head teachers and deputy head teachers should ensure teachers timely cover the syllabus and keep records of work as proof of managing time appropriately. Recommendations for further studies include: Teachers’ Instructional Monitoring influencing Pupils’ Academic Performance and similar research be carried out in other Public Primary Schools in various Counties in the Coastal region to ascertain whether comparable findings would be acquired for further generalization of the outcomes
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    Influence of Parent Involvement on Students Academic Performance in Day Public Secondary Schools in Thika West and Gatundu North Sub Counties, Kenya.
    (KeMU, 2023) Katumbi, Ngee Esther
    Parental involvement contributes significantly in students’ academic success in national examinations. This has forced secondary school administrators to involve parents while preparing students for Kenya Certificate of Secondary Education (KCSE). Parental involvement influence student’s natural talent, improves behavior, increase classroom attendance and promotes classroom compliance which affects the student`s academic performance. The objective of this study was to investigate the influence of parent- student, parent- teacher and parent-school involvement on academic performance of their children in public day secondary school in Thika West and Gatundu North Sub-Counties, Kenya. The study was guided by the Ecological Systems Theory with the use of descriptive research design. Teachers and students in the public secondary schools in Thika West and Gatundu North Sub-Counties were targeted. Questionnaires were used to collect data. Data analysis was done using descriptive statistics, tables and linear regression to determine the relationship between dependent and independent variables. Ethical issues were adhered to during the study. The study revealed that effective parent- teacher communication, providing necessary learning resources to students, providing a conducive learning environment at home and paying school fees in time by the parents is a prerequisite for high academic performance. The study also revealed that parent`s failure to provide adequate basic needs to their children affected their performance negatively. This study will be useful to the administrators of public day schools in their policy formulation in relation to parent involvement in school activities. The study recommends that to enhance parents commitment in school activities, school administration should involve parents in preparation of calendar of events defining the role of parents in their children’s academic performance, link up with organizations which can offer bursaries and scholarships in order to finance those students whose parents have financial challenges in paying school fees and make efforts to have open forums for parents, teachers and students in order to be able to interact with each other and communicate schools` expectations to parents and parents to be given a chance to express their views. Further research can be done in boarding schools for comparison purposes
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    Influence of Teachers’ Time Management Strategies on Academic Performance among Public Secondary School Students in Kwale County
    (KeMU, 2023) Were, Caleb Mboko
    The study looked at the effects of instructors' time management methods on students’ academic achievement in Kenya's Kwale county's government run high schools. For the past five years, Kwale county has posted poor results in KCSE Examinations, with a dismal 7 percent in 2016 and a modest growing increase to only approximately 10.5 percent in 2020. The way teachers manage their time has an influence on their learners' academic success. The importance of the teacher in any educational institution is widely acknowledged around the world. The purpose of this research was to establish how teachers' time management techniques affect students' academic accomplishment in government run secondary institutions of learning throughout Kwale County. The research was led by the succeeding objectives: determine the influence of educator planning tactics, analyze the influence of instructors' work-life equation, determine learners' perceptions of teacher planning, and identify teacher issues that affect students' academic achievement in Kwale County secondary schools. The study adopted the 80/20 Pareto theory and ABC time management model. The target population was 7,598 respondents including 6,540 candidates, 960 instructors, and 98 principals from government run secondary institutions of learning in Kwale County. Krejcie and Morgan's table was used to determine the sample size, which resulted in a sample size of 29 principals, 364 candidates and 274 instructors. Structured questionnaire was used for data collection. Quantitative data was scrutinized descriptively and presented as percentages and as regression analysis was also conducted. University supervisors with subject-matter expertise scrutinized the study instrument for logical content before determining its validity. Cronbach's alpha was used to measure internal reliability, yielding a reliability value of α= .83, while Pearson correlation coefficient was used to estimate external reliability, yielding a coefficient of r = .81. The study found a statistical significance of teacher planning on learners’ academic success (R2 =0.363, F=100.934, P=0.000) , work-life balance for teachers had a statistically significant effect on students’ academic performance(R2 =0.176, F= 50.773, P=0.000) , a substantial association between students' perceptions of their teachers' teaching delivery and examination achievement (R2 =0.111, F=317.542, P=0.000) and on teacher challenges the study found that classroom management and class size had a statistically significant effect on students' academic achievement (R2 =0.248, F=53.305, P=0.000). Regarding teacher planning the research recommended that school managements should ensure that teachers adhered to set deadlines on writing of lesson plans and schemes of work and institutionalized mechanisms to ensure that these documents were put into effective use. On teacher work life balance the research recommended that to lessen teachers' stress over work-related issues, the Teachers Service Commission (TSC) should bring onboard new teachers and provide guidance and counseling. Regarding students’ perceptions on teacher planning the study recommended that instructors make an effort to cover syllabi on time so that students have adequate time for revision. Regarding teacher challenges the study recommended that educators must be capable of creating a suitable student behavior in their classrooms given that classroom management was critical for teachers to achieve their educational objectives. On class size the study recommended improvement in class conduct and performance on assignments without having to send students out of class
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    Influence of Pupils’ Councils in Decision Making on Academic Performance in Kenya Certificate of Primary Education Examination in Kieni West Sub-County, Nyeri County, Kenya
    (KeMU, 2023-08) Mutua, Alice Wangari
    Decision making in schools occurs every day. In primary schools, decision making revolves around administration, curriculum and infrastructural development, all geared towards high academic achievement of pupils. In this study, public day primary schools in Kieni West Sub County, Nyeri County, were examined to determine the impact that student "councils'" participation in decision-making had on academic performance in the Kenya Certificate of Primary Education Examination. In particular, the study evaluated how student council participation in administrative duties, discipline administration, and student welfare affected academic achievement in the schools. Path-goal theory guided the conceptualization of study variables. E-post facto research design was adopted, and 21 primary schools fully engaging pupils’ councils targeted. The population targeted was 699 comprising of 21 head teachers, 216 teachers, 21 Board of Management board chairpersons and 441 pupils’ councils’ members. Simple random sampling method was applied in sampling respondents through 10% random selection to make a total sample size of seventy (70) participants comprising of 2 head teachers, 2 chairpersons of the Board of Management, 22 teachers and 44 pupils’ council members. The study employed KCPE mean index data in the cohort periods 2010-2013 and 2016-2019 for secondary data. Questionnaires and interview guides were utilized to seek further information for validation. Content analysis was applied for secondary data, with primary data analysed through descriptive and inferential statistics aided by the Statistical Package for Social Sciences version 23, and presented in tables. Qualitative data was analysed through themes and presented through graphs and charts. The study results showed significant relationship between the study variables, with involvement in welfare activities decision making being the most significant factor influencing KCPE performance in the studied schools. Generally, pupils’ councils’ involvement in decision making process had a moderate effect on KCPE performance in the study area. Secondary data showed increase in KCPE performance after 2013 when the pupil’s councils were established. Further, there was higher engagement in discipline, administration and welfare management meetings for the pupils’ councils. Results showed that inclusivity of school management through pupils’ councils enhanced self-efficacy among the pupils, leading to higher academic achievement and better KCPE performance in the primary schools. It is thus concluded that pupils’ councils have a significant but moderate effect on KCPE performance in Kieni West Sub County public primary schools. The study recommended that first, pupils councils should be more engaged in discipline decision making, especially in designing punishment for offenders