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Odumbe et al

Greener Journal of  Educational Research Vol. 5(3), pp. 078-097July 2015

 ISSN: 2276-7789 © 2015 Greener Journals

Research Paper

Manuscript Number: 071815099

(DOI http://doi.org/10.15580/GJER.2015.3.071815099)

 

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

 

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

 

Department of Educational Management and Foundations, Maseno University

Department of Educational Management and Foundations, Maseno University

Faculty of Education, Theology & Arts, Kabarak University

 

Corresponding Author’s E-mail: simatwae@ yahoo. com


Abstract


In Kenya, education receives the largest share of recurrent, public sector expenditure, 40%, which is aimed not only at expanding the capacity of learning, but also to ensure that efficiency of educational investments is increased. Quality should be maintained, so that the country’s needs for economic, social and technological development is achieved. Despite this expenditure on education by the government, generally schools in Migori Sub County perform poorly, with below average mean score of less than 6.0 (C), meaning that there is a lot of educational wastage. The purpose of the study was to examine the factors influencing student academic performance in day-secondary schools in Migori Sub County, Kenya. To achieve the purpose of the study, specific objectives were addressed; to find out the influence of student-related factors, teacher-related factors and school location on academic performance of students in Kenya Certificate of Secondary education examinations in day-secondary schools, in Migori Sub County, Kenya. The study used day-secondary schools, because they were more cost-effective for providing and expanding secondary education.   Descriptive survey research design was used to explore factors influencing student academic performance in day  secondary schools in Migori Sub County. The study population consisted of 25 head teachers, 251 teachers and 1750 students. The data was collected by use of Principals’, teachers’ and students’ questionnaire and an interview schedule for Principals. Quantitative data was analyzed using descriptive statistics such as means, frequency counts and percentages. Qualitative data was coded and analyzed in emergent themes. The findings of the study revealed that, absenteeism of students from school, low family income, long distance traveled by students to school and back, entry behavior and attitude of students towards the school, resulted in poor performance. Parental level of education, teachers’ age and teacher gender had low influence on student academic performance. The study revealed that performance was influenced positively by early syllabus completion, affluent urban and rural school locations. Location of schools in urban poor and rural poor environments lowers performance. This is due to lack of role models in their immediate environment.  The  study  recommends the strengthening of bursary scheme for needy students. The Ministry of Education Science and Technology, the government and other stakeholders  may find the findings of this study useful in improving the performance of students  in the day-secondary schools of Migori Sub county.

 

Key Words:    Factors, Student Academic Performance, Day Secondary Schools, Migori Sub county, Kenya.


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