The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation.
This study aims to investigate the differential effects of teaching practices on students' satisfaction. Their level of satisfaction based primarily on data collected through six principles of 21st century effective teaching and learning using questionnaire method randomly submitted to 600 Form Four students in Voi sub-county, Kenya. The differential effects of the six teaching practices on students' satisfaction were analyzed using the multiple regression model technique. The results show that students' satisfaction was positive and statistically influenced by subject mastery, innovative learning environment, commitment to teach, communicating high standards and professional development. The mean score results demonstrate that subject mastery was the most effective teaching practice while non-cognitive issues was the least effective teaching practice. The study provides very useful information to help policymakers in secondary school administration to evaluate the level of teacher quality dimensions in their institutions and the 21st century effective teacher practices on students' satisfaction. Furthermore, the conceptual relationships model can give deeper understanding of the effective teaching practices that needs prioritization by school management. Social change implications are that teachers may begin to use practices that more effectively engage learners, leading to greater satisfaction and a likely increase in the students' success.
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