Factors influencing performance in Kenya Certificate of Secondary Education (KCSE)

Abstract

The purpose of this study was to identify the factors influencing performance in
 Kenya Certificate of Secondary Education (KCSE) examinations in public
 secondary schools in Kibwezi Division in Kibwezi District, Kenya. Six objectives
 and six research questions were formulated to guide the study. Significance,
 -limitations; delimitations. research assumptions, definition -or-signIficant terms and
 organization of the study were also addressed in chapter one.
 The literature review comprised of relevant information about availability of
 physical facilities, availability of teachers, curriculum and instruction, teachers'
 characteristics, class-room management, supervision and inspection. It also
 presented information about theoretical framework and conceptual framework of
 the study.
 The target population consisted of all public secondary schools in Kibwezi
 Division. The study employed ex-post facto research design. The sample size
 consisted of a total of 458 respondents in 16 public secondary schools; 16 head
 reported that there were inadequate teachers in the schools. Cases of teachers
 being transferred from the school without replacements led to inadequate teachers
 which affected teaching and learning and ultimately affecting performance.
 Teachers gave assignments often but were not able to mark the assignments due to
 large enrollment of students and too much load and many classes to teach. Quality
 Assurance and Standards Officers (QASOs) rarely (onces after two years) visited
 the schools as it was reported by 43.8% headteachers for supervision and
 inspection. Headteachers (62.5%) rarely checked schemes of work, progress
 records, lesson plans and students notes but they often (93.8% headteachers)
 checked the block time table.
 Based on the findings, it was recommended that schools should be provided with
 learning resources to facilitate learning hence, improve academic performance.
 Government should provide teachers to schools so that the teaching load could me
 minimized hence enabling teachers to perform effectively. QASOs should be
 frequent in supervision of schools to enhance standards which may improve
 academic performance. The QASOs should aim at assisting teachers and not to be
 fault finders so that their remarks could be implemented. Headteachers should be
 on the front line in supervision of their schools. They should check on the
 professional documents regularly to enhance the effectiveness of the teachers in
 resources and academic performance should be conducted. A study to determine
 the relationship between supervision of schools and academic performance should
 also be conducted. It was also suggested that, a study on factors influencing
 academic performance in private secondary schools was necessary.