Factors Influencing Student Academic Performance in Day-Secondary Schools in Kenya. A  Case Study of Migori Sub county

Odumbe, Awino Grace; Simatwa, Enose M.W.; Ayodo, T.M.O.

doi:10.15580/gjer.2015.3.071815099

Cited by 11 publications

(15 citation statements)

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“…The teachers with longer teaching experience on the other hand were described as "competent, had better mastery of content and possessed a variety of skills that enabled them to assist students perform well in examinations." These views concur with those of Odumbe, Simatwa and Ayodo (2015) in a study titled 'Factors Influencing Student Academic Performance in day Secondary Schools in Migori District' who established that high teacher experience was one of the factors that enhance performance in day secondary schools. Ong'ele (2007) and Omariba (2003) are in agreement, concluding that teachers with more teaching experience performed better in actual classroom teaching than those with less teaching experience.…”

Section: Discussionsupporting

confidence: 82%

“…Mayeku (2009) further concurs, establishing that inadequate staffing leads to heavy burdening of the staff and this has a great impact on the quality of the services they offer as a result affecting the quality of the programmes. Odumbe, Simatwa and Ayodo (2015) also noted that low teacher pupil ratio was one of the factors that enhanced performance in day secondary schools. It is therefore evident that effort needs to be made to increase the efficiency and productivity.…”

Section: Discussionmentioning

confidence: 98%

“…Similarly, Watitwa (2010) advised that more teachers be employed to reduce the workload in order to allow teachers ample time to prepare practical lessons. In addition, teacher shortage was identified by Mobegi (2007) as one of the challenges experienced by head teachers in their attempt to provide quality education whereas Odumbe, Simatwa and Ayodo (2015) concluded that low teacher-pupil ratio was one of the factors that enhanced performance in day secondary schools. Rosner (1985) also established that the hard-to-teach child needs explicit, unambiguous instruction that is offered in limited portions and accompanied by more than the usual amount of drill and practice.…”

Section: Synthesis Of Literature On Teacher Factors That Influence Stmentioning

confidence: 99%

“…High teacher experience was cited by Odumbe, Simatwa and Ayodo (2015) as one of the factors that enhance performance in day secondary schools. Ong'ele (2007) also established that teachers with more teaching experience performed better in actual classroom teaching than those with less teaching experience.…”

Section: Synthesis Of Literature On Teacher Factors That Influence Stmentioning

confidence: 99%

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2016

GJER

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Quality of education is assessed on the basis of learners' achievement. Performance in Kenya Certificate of Secondary Education examination is therefore a good indicator of the quality of education offered in schools. This is because it is a standardized instrument and therefore a reliable measure. In the years 2011 to 2014 Kakamega County posted mean scores of 5.439, 5.228, 5.363 and 5.654 respectively. These mean scores translate to an average of C-for the years 2011-2013 and C for 2014 which is below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses such as medicine, pharmacy, engineering, architecture, teaching, law and others in tertiary institutions and at university level. The key factors based on studies that influence students' academic performance in secondary education are: Principals, teachers, students, school factors and government policies. The teacher is the number two factor that influences students' academic performance. Teachers are facilitators of the learning process. Teachers are unique, in that they are architects, managers and engineers of pedagogy. This is why teaching/learning process is central to any education system. The objective of this study was therefore to determine the influence of teacher factors on students' academic performance in Kenya using Kakamega County as the site for the study. This study adopted ex-post-facto and correlational research designs. The study population consisted of 324 principals, 324 deputy principals, 9,000 form IV students and 1 County Education Quality Assurance and Standards Officer. The study established that teacher factors influenced students' academic performance by 59.4%. The other 41.6% was due to other factors which were not subject of this study. Teachers' Bachelor of Education degree qualification, Form IV qualification and Female teacher gender were statistically significant predictors of students' academic performance. Whereas teachers' Bachelor of Education degree qualification and female teacher gender enhanced students' academic performance, teachers with only Form IV qualifications reduced students' academic performance. Teachers' Master of Education degree qualification, teachers' Diploma in Education qualification, teachers' experience, teacher age, male teachers gender and teacher workload were not statistically significant factors in the prediction of students' academic performance.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 98%

Section: Synthesis Of Literature On Teacher Factors That Influence Stmentioning

confidence: 99%

Section: Synthesis Of Literature On Teacher Factors That Influence Stmentioning

confidence: 99%

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2016

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“…These variables that affect students' academic performance are both inside and outside the school. These factors may be termed as student factors, teacher factor, family factors, school factors and peer factors (Odumber et al, 2015).Teachers are facilitators of the learning process. They are unique in that they are architects, managers and engineers of pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Teacher Based Factors Influencing Academic Performance among Learners in Open Learning Classes at Twin Palm Secondary School, Lusaka, Zambia

Siachifuwe¹

2017

International Journal of Humanities, Social Sciences and Educat

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This study aimed at examining the influence of teacher related factor on pupils' academic performance in open learning classes at Twin palm secondary school in Lusaka district of Zambia and to establish measures to improve the academic performance of learners in open learning classes. It was prompted by the learners' general poor performance in class, termly assessments, the Junior Secondary School Leaving Examination and the General Certificate of Education Examinations. The research targeted 118 pupils in Open Learning Class (OLC), 1 Head teacher, 1 Deputy Head teacher and 30 teachers offering different subjects at a particular school in Lusaka district. The 118 OLC pupils were grade Twelve, who were selected from different classes in the school since they had been in the school long enough to understand the factors that affect the learner achievement. The study used purposive sampling. It employed qualitative data collection tools which included interview guides, a focus group discussion guide and observation. Only qualitative data collection tools were employed in order to ensure efficiency in data collection. Qualitative data was analyzed thematically. The findings of the study revealed that the unsatisfactory academic performance of learners in Open Learning Classes was due to some of the teacher related factors such as, lack of teacher motivation, inadequate teacher preparedness, lack of punctuality by teachers, lack of teaching aids and non-marking of learners' exercises. In line with the findings, the study made a number of recommendations to policy makers and school managers and these were:(i)Ministry of Education and school boards should find ways of motivating teachers and raising their morale,(iii) measures should be taken by school administrators to curb lack of punctuality among teachers who report late for work and (iii) MOE should increase supervision and carry out routine monitoring and evaluation of educational standards in Open learning classes for quality assurance by inspecting the teacher's lesson plan before delivering a lesson.

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Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya

Ochieng¹

2016

IJSEDU

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Secondary school education provides a foundation for acquisition of further knowledge and skills in tertiary institutions of learning. It is a bed-rock where future productive human capital is nurtured to serve the dynamic needs of a nation's labour market and the economy in general. Education is used to achieve more rapid economic, social, political, technological, scientific and cultural development in a country. In Kenyan education system, mathematics is a compulsory and an examinable subject offered at all levels of learning except for tertiary institutions where it is selective, yet requisite in some courses of study. There is much emphasis on mathematics performance examined nationally by the Kenya National Examinations Council (KNEC) hence necessitating the current study. As a matter of fact, students' performance in mathematics has attracted attention from various stakeholders and further raised interest in teachers' qualification in delivering the subject matter. This study ought to establish the influence of teacher competence on mathematics performance in KCSE examinations among public secondary schools in Nyatike Sub-county, Kenya. Teacher competence was conceptualized in terms of teacher educational qualification, teacher training and teacher experience and mathematics performance as the dependent variable. The study was based on three models namely; economical approach, stakeholder theory of management and humanistic-progressive model. The study used a descriptive research design with a survey method and targeted 50 public secondary schools. The researcher used structured questionnaires to collect data from the sampled respondents. The collected questionnaires were then analyzed using SPSS version 20. Both linear regression analysis and Pearson correlation analysis were used and the results presented in tables. The study findings revealed positive correlations between; teacher educational qualifications with mathematics performance, teacher training with mathematics performance, and teacher experience with mathematics performance. However, it was also noted thatsome teachers holding diplomas from reputable colleges such as Kenya Science University College perform better than those with undergraduate degrees from universities.

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Factors Influencing Student Academic Performance in Day-Secondary Schools in Kenya. A Case Study of Migori Sub county

Cited by 11 publications

References 1 publication

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Teacher Based Factors Influencing Academic Performance among Learners in Open Learning Classes at Twin Palm Secondary School, Lusaka, Zambia

Influence of Teacher Competence on Mathematics Performance in KCSE Examinations Among Public Schools in Nyatike Subcounty, Migori County Kenya

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