chapter one - Kenyatta University

Transcription

SCHOOL BASED, SOCIAL CULTURAL AND ECONOMIC FACTORS
AFFECTING KENYA CERTIFICATE OF SECONDARY EDUCATION
PERFORMANCE IN GARISSA DISTRICT, GARISSA COUNTY, KENYA
BY
ABUBAKAR MAALIM ISSACK
E55/CE/10540/2007
A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF EDUCATION IN
PARTIAL FULFILLMENT FOR THE REQUIREMENT OF AWARD OF DEGREE
OF MASTER OF EDUCATION, KENYATTA UNIVERSITY
JUNE 2013
ii
DECLARATION
This project is my original work and has not been presented in any other university for
degree or any other award.
ABUBAKAR MAALIM ISSACK
DATE
REG.NO. E55/CE/10540/2007
Dr. Florence M. Itegi
Date
Lecturer
Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University
M/s Catherine Wanjau
Lecturer,
Department of Educational, Management
Policy and curriculum studies
Kenyatta University
Date
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DEDICATION
I dedicate this work to the Almighty God for His love and blessings to my family and me.
Secondly, my thoughts go to my wife Maryam for her encouragement, understanding and
patience. A special dedication goes to my children, to whom I dedicate this work as a
challenge.
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ACKNOWLEDGEMENT
I would like to thank all those who gave various kinds of support, advice and encouragement
which enabled me to finish this project. In particular, I am grateful to my supervisors Dr. F.
Itegi and M/S Catherine Wanjau who believed in my ability.
My gratitude goes to Ministry of Education officers and the Headteachers of secondary
schools in Garissa District for having allowed me to collect data with ease. I also wish to
thank the teachers and students of all the secondary schools for having volunteered to
participate in this study. I would also not forget my employer Teachers Service Commission
for giving me support all through and for granting me study leave with pay to fulfill my
dreams.
Finally, my appreciation goes to my Supervisors and colleagues who encouraged me all
through this course.
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ABSTRACT
Academic performance in KCSE in Garissa District has been below national average for the
last 12 years. In order to improve educational standards and particularly KCSE performance,
in depth research, analysis and documentation of factors affecting KCSE performance is
required that will enable educational stakeholders strategize towards better performance. The
study aimed at identifying the most influential school based, socio-cultural and family‟s
economic and educational background factors affecting KCSE performance in Garissa
District. A descriptive survey study design was used and questionnaires were used as the
main instruments, this instrument was structured to have both open ended and closed ended
questions. Simple random sampling technique was used to select the study sample which
were seven public secondary schools. The researcher collected data from the DEO, head
teachers, deputy head teachers, HODs, class teachers and students. After collecting data the
researcher checked the questionnaires for completeness, accuracy and uniformity of the
information obtained. Data was then coded and analyzed using SPSS to get the frequencies
and percentages, and presented in tables. The findings of this research included the great
extent to which school based factors affected KCSE performance such as lack of physical
facilities in the school as reported by 70% of the students, 83% of the class teachers noted
lack of students discipline, 96% of the HODs expressed lack of teachers‟ motivation while
67% of the deputy head teachers reported teacher‟s availability and motivation, 83% of the
head teachers said lack of physical facilities in the school. The DEO mentioned teachers
unavailability and lack of preparedness. The socio-cultural factors affected KCSE
performance greatly such as religious beliefs as noted by 80% of the students, 83% of the
class teachers said that preference for boys to girls especially in education matters, 98% of
the HODs expressed nomadism, 60% of the deputy head teachers reported female genital
mutilation while 67% of the head teachers mentioned early marriages. The DEO noted
female genital mutilation. Family economic and educational background factors greatly
affected KCSE performance such as lack of parents‟ support and encouragement as
mentioned by 69% of the students, 65% of the class teachers said family size, 88% of the
HODs expressed parents‟ level of education, 83% of the deputy head teachers reported
parents‟ poverty levels while 67% of the head teachers noted source of income of parents.
The DEO reported parents‟ poverty and educational levels. The study recommended that in
order to improve KCSE performance, the government through TSC should employ more
teachers and improve on their hardship allowances to attract and retain qualified teachers, as
an incentive the government through the Joint Admissions Board (JAB) should lower
university entry marks and review upwards the loans and bursaries allocated to university
students from arid and semi–arid regions in order to motivate the students and to increase
their access to higher education. The government through the law enforcements agents such
as the police and the provincial administration should also eradicate drug and substance
abuse and ensure that legal drugs such as Khat (Miraa) are only sold to adults of over 18
years. The parents should be educated on the modern methods of farming such as irrigation
and zero grazing for those situated on river banks or drill boreholes to discourage staying
away from homes for 3-4 months while looking for pasture and water for animals. The
presence of parents at home will improve their support and encouragement to the students.
The students should be sensitized on the value of Guidance and counseling services by their
teachers and encouraged to be counselors of their fellow students in order to curb drug and
substance abuse and ensure that students grow up all round and responsible persons.
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TABLE OF CONTENTS
DECLARATION ...................................................................................................................... ii
DEDICATION ......................................................................................................................... iii
ACKNOWLEDGEMENT ....................................................................................................... iii
ABSTRACT .............................................................................................................................. v
LIST OF ABBREVIATIONS ............................................................................................... xxv
CHAPTER ONE: INTRODUCTION ................................................................................... 1
1.0 Background to the study .................................................................................................... 1
1.1 Statement of the Problem ................................................................................................... 5
1.2 Purpose of the Study .......................................................................................................... 5
1.3 Objectives of the Study ...................................................................................................... 6
1.4 Research Questions ............................................................................................................ 6
1.5 Significance of the Study ................................................................................................... 7
1.6 Assumption of the Study .................................................................................................... 7
1.7 Limitations of the Study..................................................................................................... 8
1.8 Delimitations of the Study ................................................................................................. 8
1.9 Theoretical Framework ...................................................................................................... 8
1.10 Conceptual Framework .................................................................................................. 10
1.11 Definitions of Terms ...................................................................................................... 12
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CHAPTER TWO: LITERATURE REVIEW .................................................................... 14
2.0 Introduction ...................................................................................................................... 14
2.1 Influence of family‟s economic background on students‟ performance .......................... 15
2.2 Influence of Family‟s Educational Background on Students Performance ..................... 16
2.3 Cultural factors Affecting Students‟ Performance ........................................................... 18
2.4 Cultural Practices ............................................................................................................. 18
2.5 School Based Factors that Affect Students‟ Performance ............................................... 21
2.5.1 Influence of School Administration on Students Performance ..................................... 21
2.5.2 Influence of Teaching Resources on Students‟ Performance ....................................... 25
2.6 Summary .......................................................................................................................... 26
CHAPTER THREE: RESEARCH METHODOLOGY AND DESIGN.......................... 28
3.1 Introduction ...................................................................................................................... 28
3.2 Research design ............................................................................................................... 28
3.3 Research location ............................................................................................................. 29
3.4 Target population ............................................................................................................. 29
3.5 Sample and sampling procedure ...................................................................................... 30
3.5.1 Sample of Schools......................................................................................................... 30
3.5.2 Sample of respondents .................................................................................................. 31
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3.6 Research instruments........................................................................................................ 33
3.6.1 Questionnaire for students, class teachers and HODs .................................................. 33
3.6.2 Questionnaire for DEO, head teachers and deputy head teachers ................................. 34
3.7 Pilot testing ...................................................................................................................... 34
3.8 Validity and Reliability of Research Instruments ............................................................ 35
Validity ................................................................................................................................... 35
Reliability................................................................................................................................ 35
3.9 Data collection procedures ............................................................................................... 35
3.10 Data analysis .................................................................................................................. 36
CHAPTER FOUR: PRESENTATION OF FINDINGS AND DISCUSSION ................ 37
4.1 Introduction ...................................................................................................................... 37
4.2 Profile of schools and respondents ................................................................................... 38
4.2.1 Gender of students. ....................................................................................................... 39
4.2.2 Gender of the class teachers, HODs, Deputy Head teachers and Head teachers. ......... 39
4.2.3 Marital status of the class teachers, HODs, Deputy Head teachers and Head teachers 40
4.2.4 Age of students. ............................................................................................................ 41
4.2.5 Age of the class teachers, HODs, Deputy Head teachers and Head teachers. .............. 42
4.2.6 Professional Qualification of the class teachers, HODs, Deputy Head teachers and
Head teachers .......................................................................................................................... 43
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4.3 School based factors affecting KCSE performance ......................................................... 44
4.4 Extent to which School based factors affect KCSE performance.................................... 47
4.5 Socio-cultural factors affecting KCSE performance ........................................................ 51
4.6 Extent to which socio-cultural factors affect KCSE performance ................................... 53
4.7 Family economic and educational background factors affecting KCSE performance .... 57
4.8 Extent to which Family economic and educational background factors affect KCSE
performance ............................................................................................................................ 59
4.9 Students, Class teachers, HODs, Deputy Head teachers, Head teachers and DEO view of
other factors affecting KCSE performance. ............................................................................ 62
4.10 Strategies that schools can employ to improve KCSE Performance ............................. 64
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS ........ 68
5.1 Introduction ...................................................................................................................... 68
5.2 Summary of findings........................................................................................................ 68
5.3 Conclusion ....................................................................................................................... 71
5.4 Recommendations ............................................................................................................ 72
5.5 Recommendation for Further Research............................................................................ 73
REFERENCES ...................................................................................................................... 74
APPENDIX 1 ......................................................................................................................... 82
x
Questionnaire for Class teachers and HODs ........................................................................... 82
APPENDIX 2 ......................................................................................................................... 87
Questionnaire for Secondary School Students ........................................................................ 87
APPENDIX 3 ......................................................................................................................... 92
Questionnaire for D.E.Os, Head teachers and Deputy head teachers ..................................... 92
APPENDIX 4: Garissa District Administrative Boundaries ................................................. 98
APPENDIX 5: Proposed budget ............................................................................................ 99
APPENDIX 6: Proposed time plan ...................................................................................... 100
APPENDIX 7: Research Authority ……………………………………………………...102
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LIST OF TABLES
Table 1.1: Number of students admitted to public universities from Garissa District 2004 to
2009........................................................................................................................................... 2
Table 1.2: 2009 KCSE RESULTS GARISSA DISTRICT ....................................................... 3
Table 3.1: Number of students respondents in the sample by school ..................................... 31
Table 3.2 Sample of respondents ............................................................................................ 32
Table 4.1 Gender of students .................................................................................................. 39
Table 4.2 Gender of the class teachers, HODs, Deputy Head teachers and Head teachers. ... 40
Table 4.3 Marital status of the class teachers, HODs, Deputy Head teachers and Head
teachers ................................................................................................................................... 41
Table 4.4 Age of students ....................................................................................................... 41
Table 4.5 Age of the class teachers, HODs, Deputy Head teachers and Head teachers. ........ 42
Table 4.6 Professional Qualification of the class teachers, HODs, Deputy Head teachers and
Head teachers .......................................................................................................................... 43
Table 4.7 Difference between trained and untrained teachers ................................................ 44
Table 4.8 Students, class teachers and HODs view on school based factors that affect KCSE
performance ............................................................................................................................ 45
Table 4.9 Deputy Head teachers and Head teachers view on school based factors that affect
KCSE performance ................................................................................................................. 46
Table 4.10 Students views on the extent to which school based factors affect KCSE
performance ............................................................................................................................ 47
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Table 4.11 Class teachers and HODs view on the extent to which school based factors affect
Table 4.12 Deputy Head teachers and Head teachers view on the extent to which school
based factors affect KCSE performance ................................................................................. 50
Table 4.13 Students, class teachers and HODs view on socio-cultural factors that affect
Table 4.14 Deputy Head teachers and Head teachers view on socio-cultural factors that affect
Table 4.15 Students view on the extent to which socio-cultural factors affect KCSE
performance ............................................................................................................................ 53
Table 4.16 Class teachers and HODs view on the extent to which of socio-cultural factors
affect KCSE performance ....................................................................................................... 55
Table 4.17 Deputy Head teachers and Head teachers view on the extent to which sociocultural factors affect KCSE performance .............................................................................. 56
Table 4.18 Students, class teachers and HODs view on Family economic and educational
background factors that affect KCSE performance ................................................................ 57
Table 4.19 Deputy Head teachers and Head teachers view on Family economic and
educational background factors that affect KCSE performance ............................................. 58
Table 4.20 Students views on the extent to which family economic and educational
background factors affect KCSE performance ....................................................................... 59
Table 4.21 Class teachers and HODs view on the extent to which of family economic and
educational background factors affect KCSE performance .................................................... 60
xiii
Table 4.22 Deputy Head teachers and Head teachers view on the extent to which of family
economic and educational background factors affect KCSE performance ............................ 61
Table 4.23 Students view on strategies that schools can employ to improve KCSE
performance ............................................................................................................................ 64
Table 4.24 Class teachers and HODs view on strategies that schools can employ to improve
Table 4.25 Deputy Head teachers and Head teachers views on strategies that schools can
employ to improve KCSE performance .................................................................................. 66
xiv
LIST OF FIGURES
Figure 1.1 Conceptual models of the factors affecting performance in KCSE. ...................... 11
xv
LIST OF ABBREVIATIONS
ASAL
Arid and Semi-Arid Lands
BOG
Board of Governors
CPE
Certificate of Primary Education
DEB
District Education Board
FGM
Female Genital Mutilation
JAB
Joint Admission Board
KCE
Kenya Certificate of Education
KCPE
Kenya Certificate of Primary Education
KCSE
Kenya Certificate of Secondary Education
KJSE
Kenya Junior Secondary Examination
MOE
Ministry of Education
NEP
North Eastern Province
SME
Small Market Enterprises
TSC
Teachers Service Commission
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CHAPTER ONE
INTRODUCTION
1.0
Background to the study
Education plays a crucial role in shaping children‟s future, giving them tools to hold life
together. Mutua and Namasira (1992) concede that education is a prime mover of economic
growth of a country. According to these authors education becomes an equalizer and a tool
for families‟ social and economic development. For young people education is a critical
factor for their survival as individuals and as communities. The changing times demands that
quality education and training be provided to the youth so as to add value to their life.
Adedeji (1977) in an attempt to establish a correlation between increased expenditure on
education and the level of economic growth in Nigeria observes that the fastest rate of
economic growth was usually observed in the communities who have allocated the largest
absolute and relative share of their national budget to education.
As a result of this
perception, most developing countries allocate large proportions of their revenue to
education.
Ayot and Olembo (1984) observe that previously a primary school certificate was essential
but now a secondary certificate is required. This happens at all levels of education and
favors the community that found it easier to obtain higher qualifications in National
examinations.
According to the District Office (2011), Garissa District however has
persistently performed poorly in Kenya Certificate of Secondary Education examinations
since the inception of 8-4-4 system of education in 1985,(District Office Examination
analysis).
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Education in Kenya was viewed as a vehicle for individual advancement as well as for
national development. It is expected that out of it, the youth acquire appropriate knowledge
and skills to enable them participate effectively in the nation‟s socio-economic and cultural
development. In Kenya the importance of education is reflected in the growing population of
the government budget on education. The Republic of Kenya (2006) report observes that the
amount allocated to education rose from 10% in 1964/65 to 20% in 1985 and to 34% in
2004/05.
Increased expenditure on education has not been reflected in the Kenya Certificate of
Secondary Education (KCSE) performance in North Eastern Province (NEP) and Garissa
District in particular. According to Garissa District Education Officer (2009), out of 3249
students in Garissa District who sat for KCSE between 2004 and 2009 only 81 managed to
join the public university
Table 1.1:
Number of students admitted to public universities from Garissa District
2004 to 2009
Year
Number of candidates who sat for
Number of candidates admitted to
KCSE
public universities
2004
770
11
2005
485
10
2006
440
16
2007
467
14
2008
523
10
2009
567
20
Total
3249
81
Source: Ministry Of Education (MEO): District Examination Analysis, Garissa (2009)
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Table 1.2: 2009 KCSE RESULTS GARISSA DISTRICT
School
Entry
A
B
C
D
E
Y
Bulamba
23
-
2
16
5
0
0
Boys Town
42
0
0
26
16
0
0
County High
142
1
3
58
79
1
0
Sankuri
54
0
1
24
25
0
4
Umu Salama
103
0
3
40
60
0
0
N E P Girls
66
0
1
25
30
3
7
Dadaab Mixed
65
0
0
10
51
1
3
IFTIN Girls
51
0
0
6
19
0
26
Garissa High
140
1
39
78
22
0
0
TOTAL
686
2
49
283
307
5
40
Source: Garissa District Education, K C S E Analysis - 2009
Key
Y – Exam irregularities (Cheating)
Table 1.2 above shows 2009 KCSE performance per school in Garissa District. The KCSE
performance was poor. There were only two (2) candidates with A-„s in the whole District.
According to JAB, the cut point was 70 marks which meant only seven candidates qualified
to join the public universities (Daily Nation, 2010). This scenario had not been explained,
although it was reasonable to state that the socio-cultural and economic backgrounds of the
community living in Garissa District could be some of the contributing factors. With this
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kind of performance, the learners cannot favourably compete for good courses in institutions
of higher learning that provided lucrative job opportunities in the labour market.
Garissa District was classified as one of the arid and semi-arid areas (ASAL) in Kenya and
the communities living in the district are mainly nomadic pastoralists. Studies carried out in
Kenya estimate the poverty level of Garissa at 68% (Garissa District Development Plan,
2003). Adverse economic conditions means that many parents cannot afford to take and
retain their children in secondary schools. Other contributing factors include inadequate
qualified teachers and physical facilities, lack of ambition among students who just want to
“complete school”, early and forced marriages which discourage those in schools.
In view of the above, there was a need for a research to be carried out to determine the school
based socio-cultural and economic factors that influence performance in KCSE in Garissa
District.
Furthermore, the knowledge gap on the reasons why there is poor KCSE
performance in Garissa District needed to be filled. The proposed study aimed at doing that.
According to Roble, (2006) some of the factors that influenced KCSE performance in
Garissa district included, lack of enough text books, poor management of school finances and
cultural beliefs which considered boys education to be more important than girls education.
In addition Harmer, (2001) Ryan and Deci, (2000) in Katitia, (2010) stated that for students
to perform very well in their examinations, motivation of both teachers and learners were of
great importance.
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1.1
Statement of the Problem
The commitment and the determination of the Kenya Government to provide education as a
means of developing human resources cannot be overstated. Over the years, the government
has made several policy pronouncement and institutional changes aimed at improving the
quality of the graduates of the education system. The Ministry of Planning (2005) observes
that the Kenya government spends over 34% of its annual budget on education. However,
there was little evidence that this increased expenditure on education has necessarily been
associated with good KCSE performance in Garissa District. This study sought to find out
whether the measure taken by the Government has had a positive effect on education, (Daily
Nation March 28).
Academic performance in KCSE in almost all subjects offered had been low in Garissa
District. However, the major factors contributing to this trend had not been clearly
understood. This therefore limited the ability of Educational stakeholders to improve the
performance in KCSE. It was against this background that it was necessary to investigate
school based, social-cultural and economic factors that affected KCSE performance in
Garissa District.
1.2
Purpose of the Study
The purpose of this study was to investigate school based, socio-cultural and the family‟s
economic and educational background factors and the extent to which these factors have
been affecting students‟ performance in KCSE in Garissa District. The study was also to
investigate the strategies that schools could put in place in an endeavor to improve
performance in KCSE.
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1.3
Objectives of the Study
The study addressed the following objectives: to
i)
Identify the school based factors affecting performance in KCSE in Garissa district.
ii)
Identify the social-cultural factors affecting student‟s performance in the KCSE in
Garissa district.
iii)
Determine the family‟s economic and educational background factors affecting
student‟s performance in the KCSE in Garissa district.
iv)
Identify other factors affecting student‟s performance in the KCSE in Garissa district.
v)
Find out the strategies that schools can put in place to improve KCSE performance in
Garissa district.
1.4
Research Questions
The study was guided by the following questions:
i)
What are the school-based factors affecting student‟s performance in KCSE?
ii)
What are the socio-cultural factors affecting the performance of students in KCSE?
iii)
What are the family‟s economic and educational background factors affecting
students‟ performance in KCSE?
iv)
What are the other factors affecting KCSE performance of students in Garissa
district?
v)
What strategies can schools put in place to improve KCSE performance in Garissa
district?
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1.5
Significance of the Study
The findings generated from the study will be of interest to the Ministry of Education (MOE)
in the district level and to school managers in that it will inform them of the factors that have
been affecting KCSE performance in Garissa District. The Ministry of Education might use
the findings to identify strategies of eliminating or minimizing the negative effects. Schools
and other stakeholders such as the Board of Governors (BOG), District Education Board
(DEB) and the parents in the district might use the findings of the study to assist in finding
ways to improve the KCSE performance. It will help to have a better understanding of poor
performance in Secondary schools in Garissa District. It is also hoped that educational
administrators will recognize the unique home based factors e.g. family economic and
educational as well as the socio-cultural factors affecting students in KCSE performance.
This recognition will make them realize the need to work with parents and community so that
secondary schools in Garissa District, can improve education standards in general and KCSE
performance in particular.
1.6
Assumption of the Study
The study was carried out under the following assumption.
i)
That KCSE examination was an acceptable instrument for evaluating the students‟
academic performance.
ii)
Respondents gave accurate, truthful and honest responses to the items in the
questionnaire.
iii)
The teachers in Garissa District were trained and experienced in secondary school
teaching.
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1.7
Limitations of the Study
i)
Poor infrastructure in the District limited the scope of this study as some areas were
inaccessible.
ii)
The study only involved the DEO, head teachers, deputy head teachers, HODs, class
teachers and form four students in seven public secondary schools in Garissa District.
This was due to lack of sufficient funds, time and hostile environment.
1.8
Delimitations of the Study
The study did not include parents in the sample of respondents. School based factors were
limited to the DEO, head teachers, deputy head teachers, HODs, class teachers and form four
students. The study was confined to the public secondary schools in Garissa District, Garissa
County in North Eastern Province of Kenya.
Due to this, the findings can only be generalized to other parts of Kenya with caution because
conditions in other areas not covered by the study may be different from those of the study
area.
1.9
Theoretical Framework
The study was guided by the Cognitive Response Theory which viewed school performance
from five distinct factors; technical, normative, political, socio-cultural and environmental
factors although they were overlapping perspectives.
Each perspective illuminates how factors are institutionalized to ensure the quality of the
program. Research suggests that multiple conceptual perspectives provide a more
comprehensive picture of the key elements that determined how schools were organized and
9
operate (Cooper, Carlisle, Gibbs and Watkins, 1998). Exploring the dimensions of the
performance process of students illuminated important individual, yet interconnected facets
of school-wide performance. Conceptual perspectives provide a more comprehensive picture
of the complexities of the structures, strategies, practices, and relationships associated with
school performance. Using these conceptual perspectives allows the researcher to tap into the
various dimensions of the schooling process which are critical to understanding school
performance.
The four perspectives are particularly helpful in understanding school performance. Three of
these – the technical, normative, and political perspective were discussed by Oakes (1992).
Given the vastly diverse setting of Success for All, a fourth perspective was added by Cooper
et al., (1998). This perspective focuses on the social, cultural, and environmental factors that
affect school performance, but are often times given little attention. (Oakes 1992) Adding
this fourth dimension to that analysis provides greater insight into the constraints and
challenges faced by many schools which affect their performance in national examinations.
The socio-cultural factors are intricate components of the process and greatly affected the
level and quality of implementation of education innovations. Of these four perspectives, the
technical perspective taped into the dimension that was the most pragmatic. This dimension
involved changes in school structures, strategies, and practices. Exploring technical
dimensions illuminated the commitment to integrate theory and practice. The normative
perspective was the second perspective that helps us better understand rural school
performance. This perspective exposes the values, ethos, and attitudes that drive policy and
practice within schools. Furthermore, this perspective gave insight into the ideological
10
barriers that schools encountered in the quest for a good performance and that individuals
encountered when asked to alter attitudes, behaviors, and practices.
The third perspective was the political perspective. It focuses on the redistribution of decision
making power, illuminating how, when, and which individuals participated in performance.
This was a particularly important aspect of secondary schools because the performance relies
on the relationships among educators, administrators, and parents. The important issue here
was how the school builds the capacity to make its political structures serve its normative and
technical goals.
Given the vastly diverse settings of success, the socio-cultural perspective, focuses on the
social, cultural, and environmental factors that affected school performance, but were seldom
given attention. Adding this fourth dimension gave the researcher greater insight into the
constraints and challenges faced by many schools because of their diverse populations.
Schools reforms, of course, do not divide discreetly into four dimensions. But these
dimensions of schooling tap into the energy sources of most school communities and
therefore required serious consideration before fundamental change in schools can occur. As
Oakes (1992) argued, “Viewing schools from technical, normative, political and socio
cultural lenses allowed traditional school practices examined in the context of the beliefs,
values, relationships, and power allocations that keep them in place.
1.10
Conceptual Framework
This study was based on the understanding that various factors combine to influence the
performance of any examination. Good or poor performance depends on the interaction of
certain factors such as the general history of the school in relation to performance in the
11
particular examination, the kind of physical facilities available and their use in the school, the
availability (or the absence) of relevant qualified human resources, school practices such as
school examination policies, teachers characteristics in terms of availability, experience,
qualification and verbal expressions for or against the exams, as well as students
characteristics such as sex, motivational level etc.
This was presented in diagrammatical form as shown in Figure 1.1
Figure 1.1
Conceptual models of the factors affecting performance in KCSE.
School based factors
Teacher
characteristics
 Motivation
 Qualification
 Experiences
 Teaching
techniques
 Attitude
Socio-cultural
factors
 Family
 Community
 Economic
Physical Resources
 Science
Laboratories
 Class textbooks
 Library facilities
 Enrolment
 Motivation
 Study habits
 Completion
PERFORMANCE
School Practices
 Administrative style
 Exam Policy
 Extra coaching
 Supervised study time
12
According to figure 1.1, in an ordinary school, there were two factors which affected KCSE
performance; these are school based factors and socio-cultural factors. The school based
factors are human factors such as teacher‟s level of motivation, qualification, experience and
attitude. Learning and physical resources such as science laboratories, class textbooks and
library facilities, school practices such as administrative style, exam policy, extra coaching,
and supervised study time, while the socio-cultural factors were family background,
economic and community factors based factors such as parental income, parental level of
education and family size and social culture such as early marriages, nomadism, and cultural
practices e.g. female genital mutilation. The two factors i.e. school based factors and sociocultural factors negatively affected student‟s motivational level, academic capability and
attitude towards education leading to low enrolment, non-completion and eventually poor
KCSE performance. These factors relate to one another and influence students‟ performance
in KCSE. For good performance in KCSE to be realized in any school, it was important that
these factors should be taken into consideration all the time.
1.11
Definitions of Terms
Enrolment:
This referred to the number of students who registered with KNEC as
candidates for the examinations set by Examination Council.
Lower secondary school:
This referred to the forms one and two classes of secondary
school in Kenya.
Motivation: This referred to the positive feelings as a result of praise of one‟s
recommendation and support.
13
Participation: This was the academic ability of the students to sit for Kenya Certificate of
Secondary Education.
Public secondary schools:
This referred to secondary schools managed by the government
through the ministry of Education.
Upper secondary schools:
This referred to form three and form four classes in secondary
schools in Kenya.
Science subjects:
These referred to the subjects of physics, chemistry and biology which
were taught in secondary schools in Kenya.
School administration:
This referred to the people charged with the day to day running
of particular schools. Such people included the school principals, and their deputies, HOD‟s
and masters on duty. The duty master was however a very temporary administrator and
would not form part of the sample in this study.
Subject clustering: This was a method used by Kenya National Examinations Council and
schools to guide their students on which set of subjects they could opt for depending on the
groups in which the subjects were grouped. For example, schools could decide that a student
could opt for either history or geography among group three subjects, but not both or more.
Teachers Service Commission:
This was a corporate body whose major function is to
provide for registration of teachers, regulations of the teaching profession and cancel
registration of teachers in case of misconduct and pay remuneration of teachers among other
functions.
14
CHAPTER TWO
LITERATURE REVIEW
2.0
Introduction
This chapter contained a review of literature related to the study. The review was organized
as per the objectives of the study. According to Kombo (2001) the whole educational process
in Kenya was punctuated at various stages by examinations which ensure that only limited
number of students go through. Such a system only rewards a few students and imparts
stigma of failure on many more. If students were to benefit from such a system of education,
then they must be prepared to face not only the rigorous of mastering contents, but also
overcoming the “hurdles” of examination. This argument was based on the assumption that
the academic abilities of students was seen in terms of the certificates they have irrespective
of whether they can practically justify them or not.
It had been easy to pinpoint that the KCSE examination result are poor, but it had not been
equally easy to identify the possible factors which could influence that state of affairs. The
teacher whose school performance was poor really bears the brunt of what most politicians
and parents think was a step toward correcting mistakes, but which may in fact led to more
failure. Mr. A. A Adongo the then KNUT secretary “called for research before rushing out to
attack teachers” standard news paper 16th January 1988. Enraged secondary school students
from Garissa town descended on their principal Ibrahim Mohamed in his office over what
they termed as “poor school management and setting frustrating hard mock exams” standard
news paper 25th September 2012.
15
But the intensity of accusations varies from school to school and from region to region.
Maurice (1971) noted that “Achievement in schools was determined by a set of interacting
variables ranging from a child‟s ability, home background, and availability of learning
resources, teachers‟ aspirations among others”.
The argument was that the list of factors that influenced performance in schools was not
exhaustive. The situation in North Eastern Province and more so in Garissa was the same.
There were blames all over and it was important that before blaming anyone for poor KCSE
results, the factors leading to the situation be addressed.
2.1
Influence of family’s economic background on students’ performance
The family‟s economic background can influence the students‟ academic performance.
Okwach, Wamahiu and Wassuna (1997), note that in most poor households, girls labour was
considerable from an early age. They were expected to substitute or support their mothers in
performance of household chores and also bring income into the family.
The family
arrangement was that a girl-child is socialized to master their expected traditional roles in
society which included being a mother and house keeper. A heavier load of household
chores means that girls do not have much time to concentrate on their school work like boys.
This had a negative impact on girl‟s school participation because it led to lateness,
absenteeism from school and poor concentration in class.
This in turn leads to poor
performance in national exams.
Douglass (1974) in a study on the influence of the home environment on pupils performance
concluded that at eleven years, the highest average scores in the tests administered were
16
made by children whose parents were most interested in their education and the lowest by
those whose parents were least interested.
Okwach et al (1997) noted that in Siaya District, family hood was still very strong. The
struggle to keep family together and promote net working was not restricted to the immediate
family but also covered distance relatives. In the rural district, girls were usually victims of
extended family pressure which were related to community work.
For instance girls were more likely than boys to be pulled out of school to go and fetch water
or firewood to be used in a funeral ceremony in their village. Also in most cases, it was the
girls who were called upon to take care of their sick or old relatives in another village. This
usually displaces such girls from schooling.
2.2
Influence of Family’s Educational Background on Students Performance
Home environment has been cited as one of the factors which influence the students‟
performance in national exams (Abeti, 1983). However, its influence may vary considerably
from country to country, these variations merit further investigation if the academic
performance of students from different home environments is to be improved.
According to Abeti (1983) the differences between schools and teachers had little influence
on academic achievement as compared to the difference between parents. If this view point
is valid as it was assumed to be, then it might follow that the differences between homesteads
could have greater influence on variations between the student‟s academic performance and
the differences between schools. This was so because there were many conditions existing in
17
the home environment which could shape the academic abilities of children. The home
environment was thus an important factor that this study would address.
The social influence which communities had on school, had an adverse effect on
performance Eshiwani, (1984), and Morris, (1993) argue that the performance of a child at
school was dependent upon many factors. They stated that the child was not only educated
in school. The school provides only moderate influence as compared to the kind of learning
that goes on from early years
within the family or the community within which the child
lived. This was an indication that how a child was brought up has a lot of influence on how
he/she would perform in school. If the home and community environment was conducive to
the child‟s mental development and the parents were able to provide the social needs, the
child would have a good background for better learning in schools. Mworia (1995) found out
that community factors also affect performance. For instance the economic activities such as
stone dressing had influence on performance in central Imenti‟s pupils absented themselves
from school to go and work in the coffee farms and quarries to earn money with the blessings
of some parents.
Kombo (2001) in his study found out that lack of material or verbal encouragement had little
or no bearing on the students‟ performance in the KCSE examination among the Harambee
secondary schools in Kathiani Division.
He further found out that parental level of
education, occupation and encouragement with respect to paying school fees in time, had
important effects on students‟ academic performances. Such findings strongly support the
view that home environment play significant role on explaining students‟ performance.
18
Gakuru (2002) found out that the cooperation and support from parents and the community is
crucial. Okwara (1999) indicated that students who had parents who had received formal
education were generally expected to perform better than those with parents who did not go
to school at all. This is based on the assumption that parents who have acquired formal
education will support the education efforts of their children. Besides, they serve as role
model to their children.
According to Kinyangi (2000) the main reason for wastage at high school in Kenya is
parental poverty. Poverty affects the female pupils more than the male pupils, children
particularly girls are withdrawn from school so that they can help earn money for the family.
Some become house girls, hotel attendants and others part-time prostitute. Such engagements
may affect their academic performance in school.
2.3
Cultural factors Affecting Students’ Performance
The education of girls was largely affected by the social-cultural factors dominant in the
society. According to Provincial Director of Education –North Eastern Province (2010) the
deciding factors that made education unattractive to nomadic populations is the design and
delivery of the education packages that is largely insensitive to culture of the people. Odaga
and Heneveld (1995), cultural factors were centered on aspects, which reflected the
traditional divisions of labour and unequal training opportunities which required women to
conform to what was considered suitable feminine work, occupation and attitudes.
2.4
Cultural Practices
Social-cultural beliefs, attitudes and practices dominant in Somali Community have gender
differentiated effects on boys and girls.
19
According to Abagi (2003) studies of the education of girls showed that their disadvantaged
position and discrimination emanated from parental and patriarchal societies, attitudes which
stressed the value of sons more than daughters. As a result girls education was given little or
no attention while that of boys was regarded as being very important since they were
expected to be bread winners, heirs, professional people and leaders of the society.
Thus, the girl is socialized to be a self sacrificing person desired only for (biological)
reproduction and service to others especially her family. In contrast boys are much valued,
wanted and favored.
According to Wamahiu (2005) girls therefore become helpers to their mothers at an early age
and gradually internalize their roles and disadvantages. White (1984) avers that traditionally
girls are viewed to be inferior and therefore discriminated right from birth. This statement is
supported by the Somali saying ”Naag wa Caruur raat weyn” which means a woman is a
child with big footprints, depicting women as inferior and lowly thinking like a small child.
According to Somali community, girls who have gone to school are considered less
disobedient, submissive, more promiscuous and stubborn. A survey carried out by UNICEF
(1998) in six districts, Nairobi, Baringo, Mombasa, Garissa, Kwale and Kisumu established
that among Somali‟s community a girl should not be exposed to western education as she
will become promiscuous. The parent decision on whether to enroll boys or girls and for how
long could be affected by such prejudices.
In addition Chege and Sifuna (2006) argued that Western Education according to them led to
certain and unacceptable innovations which alter accepted views held by male members of
the societies about the ideal wife and bring about change in the prescribed roles of women.
20
UNICEF (1998) observed that formal education of girls is even viewed with suspicion as a
threat to morality. The parent fear losing honour, prestige and bride price to the effect of
schooling.
According to Maleche (2002) argues that even the cultural level of conversation for girls,
which is based on beer, food, dress, children and gossip about other people, does not
encourage girls to develop high aspirations for education. The illiterate parents fear that their
daughters will be alienated from the traditional cultural way of life after schooling and would
therefore be exposed to risks such as early pregnancies and loss of virginity.
Mohamed (2003) observed that girls‟ access to school and retention was also hampered by
cultural practices such as female genital mutilation and betrothal which dictated the inferior
place of the girl in the society. The type of females genital mutilation called infibulations was
meant to control the girls‟ sexual activity, prevents promiscuity and preserve virginity.
Parents were therefore greatly discouraged to enroll their daughters in school for fear that
they might lose their virginity which would mean shame, loss of dignity and pride for
parents. Bethrothal, payments of bride price and preparation for marriage closely follow
initiation ceremony. Girls were modeled to be good wives, house makers and mothers from
betrothal. Researchers argued that this undue emphasis on marriage and motherhood resulted
in undue preoccupation of girls with marriage and inhibit them from developing
imaginations, initiative and independent thought.
According to Maleche (2002), this reoccupation made girls lose interest and hence drop out
of school. Among most communities marriage meant that a daughter becomes part of her
husband‟s family. Odaga and Heneveld (2001) argued that this weakens the parent incentive
21
to educate the girl child often worrying about wasting resources on girls‟ education because
after marriage husband‟s family was the one to benefit. In the same token some saw
educating girls as “watering somebody else tree”.
2.5
School Based Factors that Affect Students’ Performance
2.5.1
Influence of School Administration on Students Performance
The school administrative set up may influence the students‟ performance in KCSE, even
where students of a given school are of high aptitude and have highly qualified teachers and
the required school facilities. In other words, good organization and administrative structures
are invaluable inputs in the learning process because these factors determine to a very large
extent the way in which resources are allocated and how time is shared among students
depending on their specific needs (Kombo, 2001). According to Wiseman (2003) in Kombo
(2006) large schools attract better head teachers who in turn approve better assistant teachers
delegate properly and create a favourable administration which leads to high academic
attainment.
Eshiwani (1984) attributes poor results to the “arm chair head teachers who do not know
what goes on in the classrooms”. According to the Ministry of Education (1979) the head
teacher‟s behavior will set the standard for the school. Their appearance, punctuality and
morality must be beyond reproach, and should be aware that the way he behaves will be
known to all in the school. The Ministry‟s manual further observes that the fast and rapid
expansion of education has led to the appointment of head teachers who do not have
experience to execute their duties efficiently as is expected of them. The manual asserts that
the organization and management of school places great responsibilities on the heads
22
shoulders and demand from him knowledge of other administration, personnel management,
educational practice, accounting, and building maintenance (MOE, 1979).
This shows that head teachers could influence the students‟ performance in the national
examinations. According to Olembo (1977), a head teacher who is frustrated may gamble
the energy generated by his/her legal authority in an attempt to crush those in school opposed
to his practices, and consequently the teachers‟ efficiency in teaching may be affected.
According to Eshiwani (1984) head teachers are instrumental in as far as their schools‟
performance is concerned for they closely monitor all the activities in their schools. As such
head teachers should posses the much needed leadership qualities such as commitment and
dedication. Head teachers in Garissa District should cultivate such qualities for the KCSE
performance to be improved. A survey carried out by Bangkok institute in 1966, found out
that there was a positive correlation between children‟s achievement and the educational
qualifications of the teachers on the size of the school (Philips 1966). Hence “the final
outcome depends primarily on the quality of the staff and above all on the skill and
determination of the school administrators,” (Meir, 1968).
In a paper presented during Kenya Heads Association meeting, Eshiwani (1984) noted that
“head teachers and teachers had poor organization of homework for their pupils”. Kabira
and Courts (1985) note that “teachers morale is low as they gradually loss social status.
Many leave the profession while others engage in private businesses which adversely affect
their performance in class.”
23
Research findings have been fairly consistent that family factors such as family size, poverty,
poor housing conditions are significantly associated with absenteeism.
Gitonga (1997)
observes that children who though their domestic and personal circumstances are forced to
acquire adult status too early often become persistent absentees. Thereafter, school life
becomes boring, irrelevant, petty and restrictive. Jones, Bird and Grunse (1980) observe that
such attitudes lead to withdrawal and conflicts. Such an attitude and the subsequent
absenteeism can influence the academic performance of the affected learner.
Gitonga (1997) found out that there was a significant negative relationship between
absenteeism and academic achievement. Regular schools attendants had better academic
ability than fair attendants, who were in tartars better than persistent absentees.
Eshiwani (1984) notes that persistent absentees came from low social class families, and that
truancy and absenteeism are extensions of anti-social behaviours. The study also found out
that more girls were persistently absent than boys. However the study did not show whether
the difference was significant. The study concludes that children with lower intellectual
ability may be more persistently absent than those with higher intellectual ability. According
to the study, absentees came from socially deprived homes. Absenteeism and truancy were
found to be unsatisfactory alternatives to daily routine of certain types of pupils who were
vainly searching for ways of alleviating their distressing circumstances.
According to
Eshiwani (1984), the main reasons of absenteeism were psychological, institutional and
socio-economic. This study will address socio-economic factors that may be influencing the
academic performance of students in Garissa District.
24
According to Kinyangi (2000) the main reason for wastage at high school in Kenya is
Some become house girls, hotel attendants and others part-time prostitute.
Such
engagements may affect their academic performance in school. Sago (1984) notes that some
children went to school hungry due to lack of food at home. This resulted in malnutrition
and illness which could lead to persistent absenteeism and subsequently poor performance.
High rates of absenteeism in Garissa could be caused by pupils‟ parental poverty, lack of
regular fees remittance by parents and low educational motivation from parents.
The training of teachers has a bearing on pupil performance in examinations Raju (2009)
noted that most rural schools lack properly trained teachers and have to accept unqualified
teachers who may not be aware of modern trends in teaching methods and curricular.
Mworia (1993) notes that lack of English language teachers with requisite skills was the
beginning of most of the problems in English language learning.
Kembo (1983) in his study
on factors which influenced achievement in written English composition in primary schools
in Thika and Nairobi found out that schools which had enough trained English teachers
performed better than their counter parts which did not have such teachers. Sifuna (2006)
found out that the distribution of qualified teachers in the primary system in Kenya was an
important factor in the quality of education offered in schools. Garissa being remote may be
lacking qualified teachers.
25
2.5.2
Influence of Teaching Resources on Students’ Performance
Ayot and Olembo (1984) observe that the use of a variety of teaching resources can greatly
benefit students.
This is because the chances of greater perception, understanding,
reinforcement and retention of the subject matter may improve. In this consideration, it
would appear likely that the inadequacy of school facilities would affect the quality of
education and subsequently the students‟ performance.
Textbooks are the most important teaching resources. Given their importance it would seem
likely that resources would affect the student performance. Maundu (1987) says that good
performance demands that every school be equipped with relevant textbooks. He further
asserts that the instructional resources play an important role in explaining the wide
variations in academic performance among the students enrolled in different types of
secondary school.
According to Kathumi (2002) it is generally urged that education facilities have a direct
bearing on participation and performance of learners. Similarly GOK (2005) observes that
poor infrastructure in Secondary School is one of the major barriers to KCSE performance in
Kenya. Wamahiu (1995) observes that learning occurs (more easily when order prevails,
facilities are clean are good in repair and the materials are adequate. The Government
realizes that facilities are crucial in order for students to performance good in KCSE.
On the importance of teaching aids/resources, Kombo (2006) found out that there was a
significant relationship between the use of teaching aids/resources and the students‟
performance in the KCSE examination. There seems to be evidence for research to the effect
that the availability of teaching resources make a difference in the achievement of pupils.
26
Mwangi (1983), investigated factors which influenced achievement in secondary
mathematics in Kenya. He found out that availability of teaching materials e.g. cards and
dice for teaching “probability” and log papers for teaching concepts such as “coordinates”
significantly correlated with achievement of students in KCSE mathematics.
Therefore, the availability and use of teaching resources could control a certain level of
quality of education provided to students.
However, schools, with abundant material
resources may not always utilize them efficiently and consequently fail to raise the student‟s
levels of performance significantly.
Other schools with limited resources may utilize what they have efficiently and performance
of their students rose. It could be further stressed that the lack of adequate facilities such as
science laboratory could reduce the number of subjects offered to students in arid and semi
areas like Garissa District. Although the availability of resources does not guarantee good
performance, schools with adequate resources have an added advantage over those without
such facilities. But how much of these resources are used in more significant than the mere
fact that one school and not the other one has them.
The study will look at the students and text book ratio in relation to performance, level of
education of teachers and performance and urban verses rural schools and the effect on
performance of students in KCSE.
2.6
Summary
Availability of teaching aids/resources can influence the students‟ performance in the exams.
Their availability could be crucial in helping the teacher to make the subject less abstract. It
27
is equally important to note that the head teachers and parents could also influence the
students‟ academic performance. However, their influence may vary considerably from
region to region with a country. Home environment has been cited as one of the factors
which influence the students‟ performance in national exams (Abel 1983). However, its
influence may vary considerably from country to country, these variations merit further
investigation if the academic performance of students from different home environment is to
be improved. The proposed study will address the socio-economic and cultural factors that
may be influencing academics performance in Garissa District.
Although the previous researchers have addressed students‟ academic performance, none of
the studies have addressed the factors influencing poor performance in KCSE, Garissa
District. Garissa District was an ASAL region and as such it may be having unique factors.
Furthermore, previous works have not addressed the social cultural and economic factors
influencing performance in the KCSE. The proposed study would address these factors.
28
CHAPTER THREE
RESEARCH METHODOLOGY AND DESIGN
3.1
Introduction
This chapter outlines the methodology used in the study. It describes the research design,
research location and target population, sample size and sampling procedure. It also includes
research instruments, validity and reliability of the instruments, piloting, data collection and
data analysis plan.
3.2
Research design
According to Kerlinger (1969) a research design refers to a strategy used by researcher in
collecting and analyzing data in order to answer the research questions or test the research
hypothesis.
This study adapted the descriptive survey design approach. Orodho (2003) notes that
descriptive survey is a method of collecting information by interviewing or administering a
questionnaire to a sample of individuals. The purpose of survey research is to describe part of
the population (sample) on the basis of which data is collected, the collected data is analyzed,
conclusions drawn and generalized for the entire population. Descriptive survey design was
used to investigate the effects of school based socio-cultural and economic background of
students on the KCSE performance of secondary schools in Garissa District. Descriptive
survey design was suitable for the study because it was economical in terms of cost and time
to visit all the secondary schools in Garissa District and collect data from each, instead a
sample was chosen from the population and data collected from the sample analyzed then
conclusions drawn from the sample generalized for the entire population.
29
3.3
Research location
The study was conducted in Garissa District which is one of the four districts in North
Eastern Province (NEP) and it covers an area of 43,259 Sq.kms. The district lies between
latitude 00 58'S and 00 2'S and longitude 380 34‟E. The district borders Wajir district to the
North, Ijara district to the South, Tana River and Isiolo district to the West and Republic of
Somalia to the East. The district is approximately 450Km from Nairobi, the capital city of
Kenya. It falls within the arid and semi-arid lands (ASALS). The area is hot and dry much of
the year, receiving scarce rainfall in the range of 150mm - 300mm annually. The
temperatures range from 250c – 380c. The mean rainfall ranges from 236mm and 342mm
between the last five years. Frequent droughts and unreliable rains do not favour the growth
of pastures for livestock rearing and agriculture activities in the district. According to the
government of Kenya (2011), the district has one referral hospital, five (5) health centers,
sixteen (16) dispensaries and 25 private clinics. It also has 54 public primary schools, 9
public secondary schools and 2 polytechnics. The district has a farmers training centre,
teachers training college and medical (Nursing) training college. The altitude of the area
ranges between 70m and 400m above sea level. Roble (2006) observes that majority (70%)
of the people in Garissa district are Muslims. The people living in the district are engaged in
pastoralism as their main socio-economic activity.
3.4
Target population
Nisbet and Enthistle (1967) define population as any groups of people of observation or test
in which researchers happen to be interested. The target population in this study consisted of
all the nine public secondary schools in Garissa district. The schools were categorized as
boarding schools and day schools. There were 6 boarding schools and 3 day schools.
30
Boarding schools in the district were in the following categories: Four boys‟ schools and two
girls‟ school. The DEO, all the nine head teachers, nine deputy head teachers, all HODs from
each school, all form four class teachers and 657 form four students were targeted.
3.5
Sample and sampling procedure
3.5.1 Sample of Schools
According to Ferguson G.A (1981) a sample is any group sub aggregate drawn by
appropriate method from a population. Sampling is a research procedure used in selecting a
given number of subjects from a target population as a representative of the population.
Stratified sampling was used to select from the various categories of schools. Schools were
grouped into either boarding or day schools and 75% of schools in each category were
sampled. After this, purposive sampling was applied to ensure that all the nature of schools
(girls, boys and mixed) did participate. Seven schools (78%) out of the total nine public
secondary schools in the district were selected for the study. The distribution of the schools
was as follows;
There are four boys‟ boarding secondary schools in Garissa district, simple random sampling
technique was used to select two boys‟ boarding secondary schools. Using the rotary method
of simple random sampling technique, the names of the four boys‟ boarding secondary
schools were written on four different papers of the same size, shape and colour. The papers
were folded and reshuffled. Two papers were drawn randomly and the names on the papers
constituted the sample of boys‟ boarding secondary schools in the study. The remaining
schools were purposively selected for the study.
31
Table 3.1:
Number of students respondents in the sample by school
School category
Form 4
Male
Total per class
Enrollment per
(20% of form 4
school
enrolment)
Umu Salama girls‟ boarding
101
Sankuri Boys‟ boarding
70
NEP Girls Secondary School
84
County Boys‟ High School
164
33
Dadaab Mixed secondary
70
7
Iftin Girls‟ secondary school
90
Boys‟ Town
78
16
Total
657
70
3.5.2
Female
20
14
20
14
17
17
33
7
14
18
18
16
62
132
Sample of respondents
The sample size (was a size) which were accepted in descriptive research. According to Ary
Jacob and Rezariah (1972) a sample size of 10% to 20% of the population are adequate for a
survey study. In each school, simple random sampling was used to select 20% per class of
the enrolled students in form four using the class register. The fifth name in the class register
constituted the name of the student to be included in the sample. The DEO, Head teachers
and deputy head teachers were purposively selected. Two HODs and one form four class
teacher from each school were randomly selected to participate in the study. This was done
by giving identification codes to the HODs and the form four class teachers. The codes were
then written on the pieces of paper each. The pieces of paper were then folded and shuffled.
One and two papers were picked from their different shuffles to represent class teacher and
HODs respectively. The sample respondents were therefore 7 head teachers, 7 deputy head
32
teachers, 14 HODs, 7 form four class teachers, 1 DEO Garissa and 132 form four students
from the schools making a total of 168 respondents. The sampling procedure is as shown in
the table 3.2 below.
Table 3.2
Sample of respondents
Categories of samples
Number
Head teacher included in the study
7
Deputy head teachers
7
Students sampled
132
Class teachers
7
Head of department
14
DEO Garissa District
1
TOTAL
168
Simple random sampling procedure was used to select 20% of the students per class of form
four students, one class teacher and two HODs for this study. According to Franked and
Wallen (1993), in random sampling each element within the accessible population has equal
and independent chance of being selected (Mugenda and Mugenda, 1999). The procedure
was applied to select students, HODs and class teachers from each form four class for the
study. To sample out the students, class list/register were obtained from each school. From
the class register the required number of 20% of students per class (see table 3.1) was
selected using simple random sampling. The sampling procedure ensured that the targeted
respondents were proportionally represented in the study sample and at the same time
ensured that all the respondents from individual schools had equal chances of being included
33
in the study sample. The DEO, head teachers and deputy head teachers were purposively
selected. In schools where there was one class of form four, purpose sampling was used to
select the class teacher. However, where there was more than one class of form four, then
simple random sampling was used.
3.6
Research instruments
Borg and Gall defined research instruments as tools for collecting data. The researcher used
questionnaires as the main instruments of collecting data. Mugenda and Mugenda (1999)
notes that questionnaires are commonly used to obtain important information about a
population within a quick space of time. The questionnaires which were used in the study had
both open-ended and closed-ended questions. Closed ended questions are easier to analyze.
They are in an immediate usable form. They are also economical and easier to administer.
Open ended questions on the other hand are simple to construct, simulative and permits
greater depths or responses (Mugenda and Mugenda, 1999). There were two questionnaires,
one for the students, class teachers and HODs, another for the DEO, head teachers and
deputy head teachers.
3.6.1
Questionnaire for students, class teachers and HODs
Each item in the questionnaire was developed to address a specific research question of the
study. Questionnaires were consisting of two parts and were formulated to be filled by
students, class teachers and HODs in this study. Part one of the questionnaires contained
items which elicited responses on the background information of students, class teachers and
HODs.
These included items on biographical data like age, gender and class, family
educational background aspects. Part two of the questionnaire had statements on ways in
34
which school based, socio-economic, social-cultural and home based factors affect KCSE
performance.
3.6.2
Questionnaire for DEO, head teachers and deputy head teachers
Questionnaires were consisting of two parts and were formulated to be filled by the DEO,
head teachers and deputy head teachers in this study. Part one of the questionnaires contained
items which elicited responses on the background information of the DEO, head teachers and
deputy head teachers. These included items on biographical data like age, marital status,
gender and professional qualifications. Part two of the questionnaire had statements on ways
in which school based, socio-economic, social-cultural and home based factors affect KCSE
performance.
3.7
Pilot testing
Researchers agree that the random sample piloting instruments should depend on the size of
the sample ranging from 1% to 10% depending on the sample size. (Mugenda and
Mugenda,1999). The instruments were pre tested before they are given to the respondents.
The pre-test was done in two schools (Garissa High and Bulamba Boys‟ boarding secondary
schools) which are not sampled for the study. This helped to test reality on the ground and
therefore the instruments were modified accordingly. Piloting helped in finding out whether
the items in the questionnaire were clear, precise and comprehensive to the respondents. It
also helped in determination of reliability of the instruments.
35
3.8
Validity and Reliability of Research Instruments
Validity
Validity is concerned with establishing whether the content of the instrument is measuring
what it is supposed to measure. Validity is the degree to which the empirical measure or
several measures of the concept accurately measures the concept (Orodhe, 2004). Content
validity is a non-statistical method which is used to validate the content employed in the
questionnaire (Orodhe, 2004). To this end, the researcher sought the opinion of colleagues,
other researchers and supervisors on the questionnaires contructed. This was done before and
after piloting. Necessary corrections and adjustments were made before they were used in the
actual collection of data in the field.
Reliability
Reliability of an instrument concerns the degree to which a particular measuring procedure
gives similar results over a number of repeated trials (Orodho, 1988). To establish the
reliability of the instrument, the researcher used the test-retest technique. It was done by
administering the instrument to the respondents in the pilot study. After the respondents
have made their responses, the questionnaire responses were scored manually which were
then correlated using the Pearson‟s correlation coefficient to establish the extent to which the
contents of the questionnaire are consistent to eliciting the same responses. A correlation
coefficient of 0.8 proved sufficient the reliability of the instruments.
3.9
Data collection procedures
Data collection refers to gathering specific information aimed at proofing or refuting some
facts (Orodhe, 2004). A research permit was obtained from MOE before going to the field.
36
Permission to conduct the research in schools involved was sought from receptive head
teachers. After the head teachers consent was obtained, the HODs and the class teachers
responded to the questionnaires together with the students in their classes. Completed
questionnaires were then collected immediately. The researcher also booked appointment
with the head teacher, deputy head teacher and the DEO in their offices to administer the
questionnaires to them.
3.10
Data analysis
According to Mugenda and Mugenda (1999), data analysis is the process of bringing orderly,
structure and meaning to the mass of information collected from the field. It involves
examining what has been collected and making deductions and influence. After collecting
data the researcher checked the questionnaires for completeness, accuracy and uniformity of
the information obtained. Incomplete and inaccurate questionnaires were not used for
analysis. Data from complete and accurate questionnaires was then coded and entered into a
computer for analysis. According to Gay (1992), descriptive survey is commonly represented
by use of frequency charts, polygons, graphs, pie-charts, means, percentages and tables.
Statistical package for social sciences was used to analyze data from closed ended questions.
Data from open ended questions was analyzed and described thematically. Results were
presented in form of tables, graphs and percentages.
37
CHAPTER FOUR
PRESENTATION OF FINDINGS AND DISCUSSION
4.1
Introduction
This chapter presents the findings of the study based on the data collected from the
respondents in relation to the objectives of the study. The purpose of the study was to
investigate school based, socio-cultural, home based and socio-economic factors that affected
students‟ performance in KCSE in Garissa District. The study also was to investigate the
strategies that schools could put in place in an endeavor to improve performance in KCSE.
The study addressed the following objectives: to

Identify the school based factors and the extent to which they have been affecting
performance in KCSE in Garissa district.

Identify the social-cultural factors and the extent to which they have been affecting
student‟s performance in the KCSE in Garissa district.

Find out the family‟s economic and educational backgrounds and the extent to which
they have been affecting student‟s performance in the KCSE in Garissa district.

Identify the other factors that have been affecting KCSE performance of the students in
Garissa district.

Find out the strategies that schools and districts can put in place to improve KCSE
performance.
The researcher used school based, socio-cultural, home based and socio-economic factors to
design questionnaires for students, class teachers and HODs, and another for the DEO, head
teachers and deputy head teachers. Data from open ended questions was coded and analyzed
by a computer using SPSS programme. Data from open ended questions was analyzed and
38
described thematically. Data received from the respondents was analyzed and presented in
form of tables, graphs and percentages. The sample size under this study was 168
respondents comprising of 1 DEO, 7 head teachers, 7 deputy head teachers, 14 HODs, 7 form
four class teachers and 132 form four students.
Out of the 168 questionnaires administered, 149 (88.7%) questionnaires were completed
accurately and returned. This due to the failure by one school to participate in the study
meaning that 1 head teacher, 1 deputy head teacher, 2 HODs, 1 form four class teacher and
14 students did not respond. This high return rate of 88.7% was considered adequate enough
for analysis.
The analysis was done under the following themes:

Profile of schools and respondents.

School based factors and the extent to which they affect KCSE performance.

Socio-cultural factors and the extent to which they affect KCSE performance.

Family‟s economic and educational backgrounds and the extent to which they affect
KCSE performance.

Other factors affecting KCSE performance of students.

Strategies employed by the schools administrators to improve KCSE performance.
4.2
Profile of schools and respondents
It was important to have some background information about the schools where the study
was done and respondents who gave the information that was analyzed. The background
information collected in the study included: Gender, marital status, age and professional
39
qualification. Data on school category, nature of schools and size of schools which
participated in the study was also received.
4.2.1 Gender of students.
The study sought to find out the gender of the form four students who participated in the
study. The information obtained is represented in Table 4.1
Table 4.1 Gender of students
Gender
Students
n
%
Male
65
55
Female
53
45
Total
118
100
Most (55%) of the students were male as shown in Table 4.1. Female were 45%. This shows
that the enrolment in school for the girl child was slightly lower than that of their male
counterparts. This agrees with Njeru (2003) who observes that there is no gender equity in
the Kenyan education system with boys preference to education given a priority than the
girls.
4.2.2
Gender of the class teachers, HODs, Deputy Head teachers and Head teachers.
The study sought to find out the gender of the class teachers, HODs, Deputy Head teachers
and Head teachers. The results obtained are summarized in Table 4.2
40
Table 4.2 Gender of the class teachers, HODs, Deputy Head teachers and Head
teachers.
Gender
Class Teachers
HODs
Deputy head
Head
teachers
teachers
Total
n %
n %
n %
n %
n %
Male
5 83
10 83
4 67
6 100
25 83
Female
1 17
2 17
2 33
0 0
Total
6 100
12 100
6 100
6 100
5 17
30 100
Majority (83%) of the class teachers and HODs were male, 67% of the deputy head teachers
and all the head teachers were also male as shown in Table 4.2. Male class teachers, HODs,
Deputy Head teachers and Head teachers formed 83% of the total while the female
population formed 17%. The DEO was also a male person. This shows that male teachers
were more educated and professionally qualified as teachers in the district as compared to
females. According to the World Bank report of 2007, female teachers act as role-models for
girls in schools. Girls are motivated to work hard in school and achieve the status of the
female teacher in the society through encouragement from the teachers.
4.2.3
Marital status of the class teachers, HODs, Deputy Head teachers and Head
teachers
The researcher sought to know the marital status of the class teachers, HODs, Deputy Head
teachers and Head teachers. The information is represented in Table 4.3
41
Table 4.3 Marital status of the class teachers, HODs, Deputy Head teachers and Head
teachers
Marital
Class Teachers
HODs
status
Deputy head
Head teachers
Total
teachers
n
%
n
%
n
%
n
%
n
%
Married
5
83
9
75
6
100
6
100
26
87
Single
1
17
3
25
0
0
0
0
4
13
Total
6
100
12
100
6
100
6
100
30
100
There were 83% of the class teachers and 75% of the HODs who were married. All the
deputy Head teachers and the Head teachers together with the DEO were also married.
Majority (87%) of the class teachers, HODs, Deputy Head teachers and Head teachers were
married.
4.2.4
Age of students.
The researcher determined the age of respondents and the findings are reported in Table 4.4
Table 4.4 Age of students
Age
Students
n
%
10-15
0
0
16-20
83
70
21-25
35
30
26-30
0
0
Total
118
100
42
The study established that majority (70%) of the students were aged between 16-20 years
old. A number (30%) of the students were aged between 21-25 years.
4.2.5
Age of the class teachers, HODs, Deputy Head teachers and Head teachers.
The researcher determined the age of class teachers, HODs, Deputy Head teachers and Head
teachers and the findings are reported in Table 4.5
Table 4.5 Age of the class teachers, HODs, Deputy Head teachers and Head teachers.
Age
Class Teachers
HODs
Deputy head
Head
Total
teachers
teachers
n
%
n
%
n
%
n
%
n
%
20-29
0
0
0
0
0
0
0
0
0
0
30-39
3
50
8
67
4
67
2
33
17
57
40-49
2
33
3
25
2
33
4
67
11
37
>50
1
17
1
8
0
0
0
0
2
6
Total
6
100
12
100
6
100
6
100
30
100
There were 67% of the HODs and deputy head teachers who were aged between the ages 3039 years, 67% of the head teachers were aged between 40-49 years and 50% of the class
teachers aged between 30-39 years. Majority (57%) of the class teachers, HODs, Deputy
Head teachers and Head teachers were aged between 30-39 years old. The DEO was 52 years
old. This implies that those teachers entrusted with the management of the schools were
senior in age.
43
4.2.6
Professional Qualification of the class teachers, HODs, Deputy Head teachers
and Head teachers
Information was also obtained about the professional qualifications of the class teachers,
HODs, Deputy Head teachers and Head teachers. The findings are summarized in Table 4.6
Table 4.6 Professional Qualification of the class teachers, HODs, Deputy Head teachers
and Head teachers
Professional
Class
Qualification
teachers
HODs
Deputy head
Head
teachers
teachers
Total
n %
n %
n %
n %
n %
M.Ed
0 0
0 0
0 0
2 33
2 7
B.Ed
3 50
9 75
6 100
3 50
21 70
Diploma
2 33
3 25
0 0
1 17
6 20
Untrained
1 17
0 0
0 0
0 0
1 3
Total
6 100
12 100
6 100
6 100
30 100
The study revealed that majority (70%) of the class teachers, HODs, Deputy Head teachers
and Head teachers possessed a B.Ed degree while those with diploma and M.Ed
qualifications were 20% and 7% respectively. Only 3% of the respondents were not qualified
teachers. This indicates that 97% of the class teachers, HODs, Deputy Head teachers and
Head teachers were professionally qualified as teachers.
44
Chi-square test was used to establish if there was a significant difference between the trained
and untrained class teachers, HODs, Deputy Head teachers and Head teachers. The results
are summarized in Table 4.7
Table 4.7 Difference between the trained and untrained teachers
Chi-Square
df
26.133
1
Asymp. Sig.
.000
There was a significant difference between the trained and the untrained teachers in Garissa
district at 5% level of significance since the p value is 0.000. This agrees with what Roble
(2006) who noted that majority of the schools in Garissa district are taught by a few qualified
teachers, fresh graduates are not willing to teach in remote areas of the district and the
schools rely heavily on teachers employed by the TSC.
4.3
School based factors affecting KCSE performance
The study sought to find out the school based factors that have been affecting KCSE
performance in Garissa district. The responses given by the students, class teachers and
HODs are summarized in Table 4.8 below
45
Table 4.8 Students, class teachers and HODs view on school based factors that affect
KCSE performance
Students
Class teachers
HODs
Yes No
Yes No
Yes No
Motivation of teachers
94 (80%) 24 (20%)
5 (83%) 1 (17%)
9 (75%) 3 (25%)
Teachers preparedness
82 (70%) 36 (30%)
4 (67%) 2 (33%)
7 (58%) 5 (42%)
Teachers experience
88 (75%) 30 (25%)
3 (50%) 3 (50%)
8 (67%) 4 (33%)
Teachers‟ attitude to
92 (78%) 26 (22%)
3 (50%) 3 (50%)
5 (42%) 7 (58%)
work
Students discipline
Physical
106 (90%) 12 (10%)
6 (100%) 0 (0%)
11 (92%) 1 (8%)
95 (81%) 23 (19%)
5 (83%) 1 (17%)
10 (83%) 2 (17%)
86 (73%) 32 (27%)
2 (33%) 4 (67%)
7 (58%) 5 (42%)
92 (78%) 26 (22%)
4 (67%) 2 (33%)
9 (75%) 3 (25%)
100 (85%) 18 (15%)
4 (67%) 2 (33%)
10 (83%) 2 (17%)
93 (79%) 25 (21%)
1 (17%) 5 (83%)
9 (75%) 3 (25%)
facilities/equipments
School evaluation
policy
Extra coaching,
remedial teaching
Supervising study
time/time management
Administrative
practices, e.g. HM
Support, HM styles
Learning materials
95(81%) 23 (19%)
6 (100%) 0 (0%)
12 (100%) 0 (0%)
46
All (100%) the HODs and the class teachers said that lack of enough learning materials such
as textbooks and laboratory equipments affected performance of the students in KCSE. This
agrees with Kathumi (2002) who noted that education facilities have a direct bearing on
participation and performance of learners. All (100%) the students agreed that supervising
study time/ time management affected students performance in KCSE. Majority of the HODs
(92%) and students (90%) were of the view that students discipline affected KCSE
performance.
The study sought to know the deputy Head teachers and Head teachers views on school
based factors that have been affecting KCSE performance in Garissa district. The responses
given are summarized in Table 4.9 below
Table 4.9 Deputy Head teachers and Head teachers view on school based factors that
affect KCSE performance
Deputy Head
Head teachers
teachers
Yes No
Yes No
5 (83%) 1 (17%)
4 (67%) 2 (33%)
4 (67%) 2 (33%)
5 (83%) 1 (17%)
Teachers experience
Teachers‟ attitude to work
Students discipline
Physical facilities/equipments
3 (50%)
4 (67%)
6 (100%)
5 (83%)
3 (50%)
2 (33%)
0 (0%)
1 (17%)
4 (67%)
5 (83%)
6 (100%)
4 (67%)
2 (33%)
1 (17%)
0 (0%)
2 (33%)
School evaluation policy
Extra coaching, remedial teaching
Supervising study time/time management
Administrative practices, e.g. HM
Support, HM styles
Learning materials
1 (17%)
4 (67%)
6 (100%)
3 (50%)
5 (83%)
2 (33%)
0 (0%)
3 (50%)
0 (0%)
4 (67%)
5 (83%)
1 (17%)
6 (100%)
2 (33%)
1 (17%)
5 (83%)
5 (83%) 1 (17%)
6 (100%) 0 (0%)
47
All (100%) the deputy Head teachers and the Head teachers were of the view that students
discipline affected KCSE performance of the students in Garissa district. Cases of students
attacking teachers in Garissa district due to poor performance were reported by The Standard
on 25th September, 2012 where enraged secondary school students from Garissa town
descended on their principal and beat him up in his office over what they termed as poor
school management and setting hard mock exams. The DEO said that the physical facilities
in the school affected performance of the students in KCSE examinations.
4.4
Extent to which School based factors affect KCSE performance
The study sought to find out the extent to which school based factors affected KCSE
Performance in Garissa district. The response given by the students are summarized in Table
4.10 below
Table 4.10 Students views on the extent to which school based factors affect KCSE
performance
Students %
VG
G
U
L
VL
Physical facilities
18
70
0
12
0
Teachers experience
67
33
0
0
0
Poor students discipline
23
77
0
0
0
Teachers motivation
30
54
0
16
0
29
54
0
17
0
Administrative practices
37
63
0
0
0
Supervising study time
28
54
0
17
0
Key
VG – Very great
G – Great
U – Undecided
L – Little
VL – Very little
48
The study revealed that 77% of the students were in agreement that poor students discipline
greatly affected KCSE performance. From the study 70% of the students indicated physical
facilities/equipments as a great hindrance to KCSE performance as the students were not well
prepared to do the exams earlier in time as they would be unfamiliar with the equipments that
they were supposed to use for the practical subjects especially in the science subjects. This
agrees with Wamahiu (2005) who observed that learning occurs (more easily when order
prevails, facilities are clean are good in repair and the materials are adequate. The study also
revealed that 54% of the students were in agreement that teacher motivation, preparedness
and supervising study time/time management greatly affected the K.C.S.E. performance of
the students.
The study found out the class teachers and HODs views on the extent to which school based
factors affect KCSE performance in Garissa district. The responses given are summarized in
Table 4.11 below
Table 4.11 Class teachers and HODs view on the extent to which school based factors
Class teachers %
VG
G
U
L
HODs %
VL
Physical facilities
70
30
0
0
0
Teachers experience
67
33
0
0
0
Poor students discipline 17
83
0
0
0
Teachers motivation
46
54
0
0
0
54
29
0
17
0
Administrative practices 37
63
0
0
0
Supervising study time
54
28
0
17
0
Key VG – Very great G – Great U – Undecided
VG
G
19
81
48
52
0
100
4
96
30
70
21
79
4
96
L – Little
U
L
VL
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
VL – Very little
49
Poor students discipline and lack of teachers‟ motivation greatly affected K.C.S.E
performance in Garissa District as indicated by 100% and 96% of the HODs respectively.
Supervising study time also greatly affected KCSE performance as indicated by 96% of the
HODs. The research found out that 70% of the class teachers were of the opinion that
physical facilities in the school, teachers‟ experience (67%), and preparedness (54%) very
greatly affected students‟ performance in K.C.S.E. The school administrative set up
influenced the students‟ performance in KCSE greatly as reported by 63% and 79% of the
class teachers and HODs respectively, even where students of a given school are of high
aptitude and have highly qualified teachers and the required school facilities. This agrees
with Kombo (2001) who noted that good organization and administrative structures are
invaluable inputs in the learning process because these factors determine to a very large
extent the way in which resources are allocated and how time is shared among students
depending on their specific needs.
The study revealed the deputy Head teachers and Head teachers views on the extent to which
school based factors affect KCSE performance in Garissa district. The responses given are
summarized in Table 4.12 below
50
Table 4.12 Deputy Head teachers and Head teachers view on the extent to which school
based factors affect KCSE performance
Deputy head teachers %
VG
G
U
L
VL
Physical facilities
33
50
0
17
Teachers availability
67
33
0
Teachers qualification
40
20
Teachers motivation
33
Finance
Head teachers %
VG
G
U
L
VL
0
83
17
0
0
0
0
0
67
33
0
0
0
0
20
20
60
0
0
40
0
67
0
0
0
33
50
0
17
0
50
50
0
0
0
50
33
0
17
0
50
50
0
0
0
50
50
0
0
0
Key
VG – Very great
G – Great
U – Undecided
L – Little
VL – Very little
Majority (83%) of the head teachers were of the view that physical facilities very greatly
affected KCSE performance. Lack of physical facilities in the school and teachers
availability causes the students to miss school. Similarly Roble (2006) observes that poor
infrastructure in Secondary School is one of the major barriers to KCSE performance in
Kenya. It emerged that majority (67%) of the deputy head teachers and head teachers
supported the view that teacher‟s availability very greatly affected KCSE performance in
Garissa district. Teachers‟ qualification very greatly affected KCSE performance as noted by
60% of the head teachers and 40% of the deputy head teachers. Teachers‟ preparedness and
finances very greatly affected KCSE performance in Garissa district as observed by 50% of
the deputy head teachers and head teachers. The D.E.O was of the view that teachers‟
availability and preparedness very greatly affected KCSE performance in the district. The
51
training of teachers has a bearing on pupil performance in examinations. Raju (2007) noted
that most rural schools lack properly trained teachers and have to accept unqualified teachers
who may not be aware of modern trends in teaching methods and curricular. Sifuna (2006)
found out that the distribution of qualified teachers in the secondary system in Kenya was an
important factor in the quality of education offered in schools. Garissa being remote is
lacking qualified teachers as indicated in the PDE‟s annual report of 2011 (Roble, 2006).
4.5
Socio-cultural factors affecting KCSE performance
The study sought to establish the socio-cultural factors that have been affecting KCSE
performance in Garissa district. The responses given by the students, class teachers and
HODs are summarized in Table 4.13 below
Table 4.13 Students, class teachers and HODs view on socio-cultural factors that affect
KCSE performance
Students
Class teachers
HODs
Yes No
Yes No
Yes No
100 (85%) 18 (15%)
4 (67%) 2 (33%)
8 (67%) 4 (33%)
Nomadism
94 (80%) 24 (20%)
5 (83%) 1 (17%)
Female genital mutilation
71 (60%) 47 (40%)
3 (50%) 3 (50%)
9 (75%) 3 (25%)
Valuing sons more than
66 (56%) 52 (44%)
4 (67%) 2 (33%)
7 (58%) 5 (42%)
57 (48%) 61 (52%)
2 (33%) 4 (67%)
6 (50%) 6 (50%)
Early marriages
11 (92%) 1 (8%)
daughters
Religious beliefs
52
There were 92% of the HODs and 83% of the class teachers who said that nomadism affected
performance of the students in KCSE examinations. This agrees with Roble (2006) who
observed that nomadism as the main economic activity of the people of Garissa district
affected KCSE performance, when animals are affected by drought parents are unable to pay
school fees in time. Students lack support and encouragement when the parents are away
sometimes upto 3-4 months looking after the herds leading to reporting late when the schools
reopen for the next term.
The study also sought to know the deputy Head teachers and Head teachers views on sociocultural factors that have been affecting KCSE performance in Garissa district. The responses
Table 4.14 Deputy Head teachers and Head teachers view on socio-cultural factors that
Deputy Head teachers
Head teachers
Yes No
Yes No
Early marriages
5 (83%) 1 (17%)
5 (83%) 1 (17%)
Nomadism
5 (83%) 1 (17%)
4 (67%) 2 (33%)
3 (50%) 3 (50%)
4 (67%) 2 (33%)
Valuing sons more than daughters
4 (67%) 2 (33%)
3 (50%) 3 (50%)
Religious beliefs
3 (50%) 3 (50%)
4 (67%) 2 (33%)
Majority (83%) the deputy Head teachers and Head teachers were of the view that early
marriages affected students KCSE performance. This agrees with Maleche (2002) who
53
observed that early marriages made girls lose interest and hence drop out of school. Among
most communities marriage meant that a daughter becomes part of her husband‟s family.
Odaga and Heneveld (2001) argued that this weakens the parent incentive to educate the girl
child often worrying about wasting resources on girls‟ education because after marriage
husband‟s family was the one to benefit. The DEO was of the view that nomadism affected
KCSE performance of the students in the district.
4.6
Extent to which socio-cultural factors affect KCSE performance
The researcher sought to know the extent to which the socio-cultural factors affect K.C.S.E.
performance. The responses from the students were analyzed and discussed using a five point
likert scale i.e. very great extent, great extent, undecided, little extent and very little extent as
shown in the table 4.15 below.
Table 4.15 Students view on the extent to which socio-cultural factors affect KCSE
performance
Students %
Socio-cultural factors
VG
G
U
L
VL
Early marriages
31
69
0
0
0
Nomadism
70
30
0
0
0
50
50
0
0
0
Valuing sons more than daughters
52
48
0
0
0
Religious beliefs
80
20
0
0
0
Key
VG – Very great
G – Great
U – Undecided
L – Little
VL – Very little
54
From the study, 80% and 70% of the students indicated that religious beliefs and nomadism
respectively had a very great impact on K.C.S.E performance. Early marriage was found to
be the major factor which greatly affected the K.C.S.E. performance of students as expressed
by 69% of the students. However, 52% of the students indicated that beliefs valuing sons
more than daughters had greatly affected performance while 50% of the students expressed
that female genital mutilation very greatly affected KCSE performance. Mohamed (2003)
observed that girls‟ access to school and retention was hampered by cultural practices such as
female genital mutilation and betrothal which dictated the inferior place of the girl in the
society. The type of females genital mutilation called infibulations was meant to control the
girls‟ sexual activity, prevents promiscuity and preserve virginity. Parents were therefore
greatly discouraged to enroll their daughters in school for fear that they might lose their
virginity which would mean shame, loss of dignity and pride for parents. Bethrothal,
payments of bride price and preparation for marriage closely follow initiation ceremony.
Girls were modeled to be good wives, house makers and mothers from betrothal.
The study found out the class teachers and HODs views on the extent to which socio-cultural
factors affect KCSE performance in Garissa district. The responses given are summarized in
Table 4.16 below
55
Table 4.16 Class teachers and HODs view on the extent to which of socio-cultural
factors affect KCSE performance
Class teachers %
V
HODs %
G
U
L
VL
VG
G
U
L
VL
G
Early marriages
31
69
0
0
0
19
81
0
0
0
Nomadism
30
70
0
0
0
0
98
0
2
0
33
67
0
0
0
66
34
0
0
0
than 30
70
0
0
0
30
70
0
0
0
80
20
0
0
0
42
58
0
0
0
Valuing
sons
more
daughters
Religious beliefs
Key
VG – Very great
G – Great
U – Undecided
L – Little
VL – Very little
The study established that 98% and 81% of the HODs viewed nomadism and early marriages
respectively as having a great effect on K.C.S.E. performance. Religious beliefs also greatly
affected KCSE performance as noted by 80% of the class teachers. Beliefs valuing sons more
than daughters and female genital mutilation greatly affected KCSE performance of girls in
Garissa district as mentioned by 70% and 67% respectively of the class teachers. This agrees
with Roble (2006) who noted that more than 70% of the people of Garissa district are
Muslims, the Islamic religious belief that allows polygamy and encourages early marriages
which leads to school dropouts hence affecting KCSE performance.
56
The study determined the deputy Head teachers and Head teachers views on the extent to
which socio-cultural factors affect KCSE performance in Garissa district. The responses
Table 4.17 Deputy Head teachers and Head teachers view on the extent to which sociocultural factors affect KCSE performance
VG
G
U L
VL
Early marriages
83
17
0
0
Nomadism
67
33
0
60
40
Valuing sons more than 50
Head teachers %
VG
G
U
L
VL
0
67
17
0
17
0
0
0
17
50
0
33
0
0
0
0
20
60
0
20
0
33
0
17
0
17
67
0
17
0
0
0
0
0
25
50
0
25
0
daughters
Religious beliefs
100
Key
VG – Very great G – Great U – Undecided
L – Little
VL – Very little
The study established that 83% of the deputy head teachers were of the opinion that early
marriage very greatly affected KCSE performance. Of the Head teachers interviewed, 67%
of them were of the opinion that beliefs valuing sons more than daughters greatly affected
girls performance in KCSE because girls were demoralized due to late payment of their
school fees leading to school dropout and eventually early marriages. This is inline with
what was found out by Abagi (2003) studies of the education of girls which showed that
their disadvantaged position and discrimination emanated from parental and patriarchal
57
societies, attitudes which stressed the value of sons more than daughters. As a result girls
education was given little or no attention while that of boys was regarded as being very
important since they were expected to be bread winners, heirs, professional personal and
leaders of the society. Thus, the girl is socialized to be a self sacrificing person desired only
for (biological) reproduction and service to others especially her family. In contrast boys
are much valued, wanted and favored.
The DEO was of the view that female genital mutilation very greatly affected performance
of students in the KCSE exam.
4.7
Family economic and educational background factors affecting KCSE
performance
The study sought to establish the family economic and educational background factors that
have been affecting KCSE performance in Garissa district. The responses given by the
students, class teachers and HODs are summarized in Table 4.18 below
Table 4.18 Students, class teachers and HODs view on Family economic and
educational background factors that affect KCSE performance
Poverty level of parents
Source of income of
parents
Parents level of education
Family size
Lack of parents support
and encouragement
Students
Yes No
Class teachers
Yes No
HODs
Yes No
103 (87%) 15 (13%)
5 (83%) 1 (17%)
10 (83%) 2 (17%)
98 (83%) 20 (17%)
5 (83%) 1 (17%)
11 (92%) 1 (8%)
67 (57%) 51 (43%)
66 (56%) 62 (44%)
86 (73%) 32 (27%)
4 (67%) 2 (33%)
4 (67%) 2 (33%)
5 (83%) 4 (17%)
8 (67%) 4 (33%)
7 (58%) 5 (42%)
9 (75%) 3 (25%)
58
There were 92% of the HODs and 83% of the class teachers who said that source of income
of the parents affected performance of the students in KCSE examinations. This agrees with
Kinyangi (2000) who observed that the main reason for wastage at high school in Kenya is
Some become house girls, hotel attendants and others prostitutes. Such engagements affect
their KCSE performance.
The study also sought to know the deputy Head teachers and Head teachers views on family
economic and educational background factors that have been affecting KCSE performance in
Garissa district. The responses given are summarized in Table 4.19 below
Table 4.19 Deputy Head teachers and Head teachers view on Family economic and
educational background factors that affect KCSE performance
Deputy Head teachers
Head teachers
Yes No
Yes No
5 (83%) 1 (17%)
5 (83%) 1 (17%)
Source of income of parents
3 (50%) 3 (50%)
4 (67%) 2 (33%)
5 (83%) 1 (17%)
5 (83%) 1 (17%)
Family size
4 (67%) 2 (33%)
3 (50%) 3 (50%)
Lack of parents support and
3 (50%) 3 (50%)
4 (67%) 2 (33%)
encouragement
Majority (83%) of the deputy Head teachers and Head teachers were of the view that parents
level of education affected KCSE performance of the students. This agrees with Okwara
(1999) who observed that students who had parents who had received formal education were
59
generally expected to perform better than those with parents who did not go to school at all.
Parents who did not receive formal education are less concerned about their children
performance which leads to absenteeism, truancy and lack of contact between teachers and
parents. This is based on the assumption that parents who have acquired formal education
will support the education efforts of their children. Besides, they serve as role model to their
children. The DEO was of the view that lack of parents support and encouragement affected
KCSE performance of the students in the district.
4.8
Extent to which Family economic and educational background factors affect
KCSE performance
The students views on the extent to which family economic and educational background
factors affected KCSE performance was analyzed and discussed using a five point likert
scale i.e. very great extent, great extent, undecided, little extent and very little extent as
shown in Table 4.20 below
Table 4.20 Students views on the extent to which family economic and educational
background factors affect KCSE performance
Students %
Socio-economic factors
VG
G
U
L
VL
41
59
0
0
0
45
55
0
0
0
0
61
0
39
0
Family size
0
65
0
35
0
31
69
0
0
0
encouragement
Key VG – Very great
G – Great
U – Undecided
L – Little VL – Very little
60
On socio-economic factors that affect K.C.S.E. performance, 69% of the students indicated
that lack of parents support and encouragement greatly affected KCSE performance. There
were 65% of the students who were of the view that family size greatly affected KCSE
performance, 61% were of the view that parents level of education greatly affected KCSE
performance in Garissa district. This agrees with Kombo (2001) who noted that parental level
of education, occupation and encouragement with respect to paying school fees in time, had
important effects on students‟ academic performances. Such findings strongly support the
view that home environment play significant role on explaining students‟ performance.
The class teachers and HODs views on the extent to which family economic and educational
background factors affected K.C.S.E. performance was summarized in Table 4.21 below
Table 4.21 Class teachers and HODs view on the extent to which of family economic
and educational background factors affect KCSE performance
Class teachers %
HODs %
VG
G
U
L
VL
VG
G
U
L
VL
37
63
0
0
0
15
85
0
0
0
40
60
0
0
0
12
88
0
0
0
39
61
0
0
0
12
88
0
0
0
Family size
35
65
0
0
0
15
85
0
0
0
31
69
0
0
0
4
96
0
0
0
encouragement
Key
VG – Very great
G – Great
U – Undecided
L – Little
VL – Very little
61
The study established that 96% of the HODs were of the opinion that lack of parents support
and encouragement greatly affected the students‟ K.C.S.E. performance. This agrees with
Gakuru (2002) who observed that the cooperation and support from parents and the
community is crucial in good performance in school, large family sizes cause a lot of family
resources to be shared amongst family members which leads to malnutrition and poor KCSE
performance due to late payment of school fees resulting to school dropout. The HODs
(88%) were of the view that parents‟ level of education and source of income greatly affected
KCSE performance. Family size and poverty level of the parents greatly affected students
performance as indicated by 65% and 63% of the class teachers respectively.
The deputy Head teachers and Head teachers views on the extent to which family economic
and educational background factors affected KCSE performance is as shown in Table 4.22
below
Table 4.22 Deputy Head teachers and Head teachers view on the extent to which of
family economic and educational background factors affect KCSE performance
Head teachers %
VG
G
U
L
VL
VG
G
U
L
VL
83
17
0
0
0
100
0
0
0
0
50
33
0
17
0
67
33
0
0
0
50
17
0
33
0
83
17
0
0
0
Family size
60
40
0
17
0
33
33
17
17
0
83
17
0
0
0
50
50
0
0
0
encouragement
Key VG – Very great G – Great U – Undecided
L – Little
VL – Very little
62
All (100%) the head teachers were of the view that poverty level of the parents very greatly
affected KCSE performance. Roble (2006) observed that due to nomadic nature of the people
in Garissa district, majority of the parents are rendered poor by the perennial droughts that
destroys the lives of the animals leading to deaths of the animals due to lack pasture, as a
result parents are unable to pay school fees in time. Students lack support and encouragement
when the parents are away sometimes upto 3-4 months looking after the herds leading to
reporting late when the schools reopen for the next term. There were 83% of the deputy Head
teachers who said that lack of parents support and encouragement, and poverty level of
parents very greatly affected KCSE performance. Poverty level of parents and parent‟s level
of education very greatly affected students‟ KCSE performance as noted by the DEO.
4.9
Students, Class teachers, HODs, Deputy Head teachers, Head teachers and DEO
view of other factors affecting KCSE performance
Drug and substance abuse also emerged to be affecting KCSE performance of the students as
reported by 83% of the deputy head teachers, 67% of the head teachers and the DEO.
Substances like Khat (Mirra), bhang, and cigarette were reported to be commonly used by the
students and this affected their concentration in class leading to poor KCSE performance.
Nircotic drug also emerged to be a factor undermining education endeavours. This agrees
with Kaguthi (2006) who observed that availability of illegal drugs such as heroin, cocaine
and mandrax, together with availability of legal substances such as cigarettes and alcohol
may lead to drug abuse as this encourages the use and the eventual abuse of substances by
the youth. According to the report, the ready availability of most drugs appears to be the most
important cause of the prevalence of substance use and abuse amongst Kenyan youth. The
report also established that two widely used substances grown in the country. They are
63
bhang, which is grown in secret because it is illegal and khat, which is cultivated, used and
exported openly because Kenya legalized it in 1997. Other drugs easily available are heroin,
cocaine and mandrax which find their way into Kenya because the country‟s major
international entry points - Nairobi and Mombasa - are on transit routes for traffic in illegal
substances, some of which find their way into the country, and consequently, to students and
youth in general.
The class teachers (67%) and the HODs (83%) said that the harsh environmental conditions
of the region also contributes to the poor KCSE performance of the schools in the area since
the area is situated in ASAL region, temperatures in the afternoon are very high which makes
most day school students not to come back for afternoon classes.
The environmental
hardships experienced in the area also discourage teachers from being employed in the area
or if employed, immediately after probation they asked for transfer and they are replaced
with inexperienced teachers. This also contributes to the poor performance of the students in
their KCSE performance (Mohamed, 2003).
Poor transport and communication in the area has also affected the KCSE performance of
students as noted by 85% of the students. Since both teachers and students report late when
the schools open especially boarding schools, and more so during the rainy season.
This
affects syllabus coverage by both teachers and students.
The DEO also noted that the refugee issue affected KCSE performance since the refugee
students came from different cultural backgrounds for enrolment in the local schools with
different and low entry behaviours and indiscipline cases such as fighting teachers and this
affect the KCSE performance of the school.
64
Resettlements when students register for KCSE also affected KCSE performance as some of
the students want to be resettled in USA or Europe. They always travel to Nairobi where they
have been successful in their interviews and medical check up. They are in and out of the
school most of the times thus sitting for the exam when they are not prepared (UNHCR,
2005).
4.10
Strategies that schools can employ to improve KCSE Performance
The study sought to find out the strategies that schools can employ to improve KCSE
Performance in Garissa district. The responses given by the students are summarized in Table
4.23 below
Table 4.23 Students view on strategies that schools can employ to improve KCSE
performance
Students
Strategies
Yes
No
Provision of scholarships to needy students
106 (90%)
12 (10%)
Extra tuition
73 (61%)
45 (39%)
Equipping physical facilities like the laboratory and library
98 (83%)
20 (17%)
Hiring board teachers
89 (75%)
29 (25%)
Establishing school feeding program
112 (95%)
6 (5%)
Majority (95%) of the students were of the view that schools should establish school feeding
program to cater for the physiological needs of the students. There were 90% of the students
who were of the view that schools should identify bright students who are always sent home
65
quite often due to lack of school fees and assist them to get scholarship and bursary from the
CDF kitty. This agrees with Harmer (2001) who stated that for students to perform very well
in their examinations, they must always be available in class during teaching and learning
hours.
The response given by the class teachers and HODs on strategies that schools can employ to
improve KCSE performance are summarized in Table 4.24 below
Table 4.24 Class teachers and HODs view on strategies that schools can employ to
improve KCSE performance
Class teachers
Strategies
Yes
No
5 (83%)
Extra tuition
HODs
Yes
No
1 (17%)
9 (75%)
3 (25%)
5 (83%)
1 (17%)
8 (67%)
4 (33%)
Guiding and counseling
4 (67%)
2 (33%)
7 (58%)
5 (42%)
Encouragement to work extra hard
4 (67%)
2 (33%)
9 (75%)
3 (25%)
The class teachers (83%) and the HODs (75%) said that schools should identify bright
students who are always sent home quite often due to lack of school fees and assist them to
get scholarship and bursary from the CDF kitty. Extra tuition time should be created and
involve teachers to assist the students as indicated by 83% of the class teachers and 67% of
the HODs. There were 67% of the class teachers and 58% of the HODs who were of the view
that students should be guided and counseled by the teachers, peers and visitors of varied
66
professions. This agrees with Katitia (2010) who observed that guidance and counseling of
the students were the key pillars to good performance of students in school.
The deputy Head teachers and Head teachers views on the strategies that schools can employ
to improve KCSE performance is as shown in Table 4.25 below
Table 4.25 Deputy Head teachers and Head teachers views on strategies that schools
can employ to improve KCSE performance
Deputy Head
Head teachers n
teachers n and %
and %
Strategies
Yes
No
Yes
No
4 (67%)
2 (33%)
5 (83%) 1 (17%)
Parental involvement on students performances
5 (83%)
1 (17%)
4 (67%) 2 (33%)
Addressing girl child rights and needs
2 (33%)
4 (67%)
3 (50%) 3 (50%)
Provision of security in and out of school
4 (67%)
2 (33%)
4 (67%) 2 (33%)
Creating education awareness through public 3 (50%)
3 (50%)
4 (67%) 2 (33%)
1 (17%)
5 (83%) 1 (17%)
meetings
Equipping physical facilities like the laboratory 5 (83%)
and library
Hiring board teachers
4 (67%)
2 (33%)
3 (50%) 3 (50%)
Establishing school feeding program
5 (83%)
1 (17%)
5 (83%) 1 (17%)
Majority (83%) of the head teachers and deputy head teachers reported that the schools
should solicit for the CDF money to buy some textbooks, build some extra classes and
laboratory equipment, parents were also encouraged to buy personal textbooks for their
67
children. There were 67% of the head teachers and deputy head teachers who gave strategies
such as provision of security in and out of school to improve school attendance and hiring of
board teachers to cater for the deficit of the teachers. The DEO was of the view that strategies
such as proper coverage of syllabus, efficient utilization of school funds, benchmarking of
schools with other school across the country, introduction and strict adherence to remedial
teaching, provision of physical facilities in the laboratories and proper time management in
which the students should be given ample time to attend school rather than stay at home and
do house work and nomadism should be implemented to improve KCSE performance. This
agrees with Roble (2006) who observed that strategies of improving KCSE performance in
Garissa district should include provision of enough text books, proper management of school
finances, provision of scholarships for needy students, parental involvement on students
performances, addressing girl child rights and needs, hiring board teachers to cater for the
deficit of the teachers, establishing school feeding program and the cultural beliefs which
consider boys education to be more important than girls education should be eliminated.
68
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Introduction
In this chapter research findings are summarized, conclusion and recommendations to the
study are drawn and research gaps are identified for future studies.
The study was a survey on the effects of school based factors, socio-cultural and family‟s
economic and educational background factors on the KCSE performance of secondary school
in Garissa District. It aimed at finding out the extent to which school based, socio-cultural
and family‟s economic and educational background factors affect students‟ performance in
KCSE in Garissa District.
5.2
Summary of findings
The sample size under this study was 168 respondents comprising of 1 DEO, 7 head teachers,
7 deputy head teachers, 14 HODs, 7 form four class teachers and 132 form four students. Out
of the 168 questionnaires administered, 149 (88.7%) questionnaires were completed
accurately and returned. This is due to the failure by one school to participate in the study
meaning that 1 head teacher, 1 deputy head teacher, 2 HODs, 1 form four class teacher and
14 students did not respond. In these schools, the number of male students, class teachers,
HODs, deputy Head teachers and Head teachers was found to be more than their female
counterparts. The DEO was also a man.
The respondents reported the following school based factors as having affected KCSE
performance in Garissa district to a great extent. The students (70%) reported lack of
physical facilities in the school, majority (83%) of the class teachers were of the view that
69
lack of students discipline greatly affected KCSE performance. Majority (96%) of the HODs
expressed lack of teachers‟ motivation while 67% of the deputy head teachers reported
teacher‟s availability and motivation. There were 83% of the head teachers who said that lack
of physical facilities in the school affected performance to a great extent. The DEO was
concerned that teachers unavailability and lack of preparedness greatly affected performance
in Garissa district.
The extent to which social cultural factors have affected KCSE performance in Garissa
district were determined. Majority (80%) of the students were of the view that religious
beliefs and 83% of the class teachers said that preference for boys to girls especially in
education matters greatly affected KCSE performance. There were 98% of the HODs who
expressed nomadism, 60% of the deputy head teachers reported female genital mutilation
while 67% of the head teachers said that early marriages greatly affected performance. The
DEO was concerned that female genital mutilation greatly affected performance in Garissa
district.
The respondents views on the extent to which family economic and educational background
factors affected on KCSE performance in Garissa district was also sought and the results
obtained indicated that 69% of the students reported lack of parents‟ support and
encouragement, 65% of the class teachers said family size, 88% of the HODs expressed
parents‟ level of education, 83% of the deputy head teachers reported parents‟ poverty levels
while 67% of the head teachers said that source of income of parents greatly affected
performance. The DEO was concerned that parents‟ poverty and educational levels greatly
affected performance in Garissa district.
70
The HODs (75%), deputy head teachers (63%), head teachers (57%) and the DEO reported
drug and substance abuse like Khat (Miraa), bhang and cigarettes and other narcotics as the
other factor that greatly affected performance of students in KCSE in Garissa District. The
class teachers (60%) reported environmental hardships experienced in the area. The DEO
also pointed out poor transport and communication in the area and the refugee issue in which
refugee students were indisciplined and fought teachers.
In order to improve KCSE performance of the schools in Garissa district, 83% of the class
teachers were of the view that extra tuition time should be created and the teachers should be
involved in assisting the students. The HODs (75%) were of the view that schools should
identify bright students who were sent home for fees quite often and assist them to get
bursaries and scholarship especially from the CDF kitty in order to complete their education
and improve their KCSE performance. The deputy head teachers (67%) gave strategies such
as parental involvement on students performances, addressing girl child rights and needs,
provision of security in and out of school to improve school attendance and arranging public
meetings with the D.Os, Chiefs, educational officers, parents and students to teach on the
value of education for both genders and its importance to their lives and that of the children.
Majority (83%) of the head teachers reported that the schools should solicit for the CDF
money to buy additional textbooks, build extra classrooms and laboratory equipment, hire
board teachers to cater for the deficit of the teachers and cater for the physiological needs of
the students by establishing school feeding program. The DEO was of the view that proper
coverage of syllabus, efficient utilization of school funds, benchmarking of schools with
other school across the country, introduction and strict adherence to remedial teaching,
provision of physical facilities in the laboratories and proper time management in which the
71
students should be given ample time to attend school rather than stay at home and do house
work and nomadism would improve KCSE performance. Majority (95%) of the students
were of the view that schools should establish school feeding program to cater for the
physiological needs of the students.
5.3
Conclusion
In conclusion, academic performance in KCSE examination in Garissa District in almost all
the subjects offered has been low. The KCSE performance of a student is always measured
by examining the student. The major factors contributing to this low performance as the
study established included school based factors such as lack of adequate physical facilities in
the school, teachers availability and preparedness, socio-cultural factors such as early
marriages, nomadism and female genital mutilation, family‟s economic and educational
background factors such as high parents poverty levels and lack of support and
encouragement from parents. Other factors that affected KCSE performance to a great extent
included drug and substance abuse. The study revealed that strategies the schools can employ
to improve KCSE performance include soliciting for the CDF money to buy additional
textbooks, build extra classrooms, purchase laboratory equipment and identify bright students
who were sent home for fees quite often and assist them to get bursaries and scholarship
especially from the CDF kitty in order to complete their education and improve their KCSE
performance.
72
5.4
Recommendations
i)
The government through TSC should employ more teachers and retain them in the
same station from a minimum period of eight years to improve retention of the
experienced staff and also reduce workload on the teachers. TSC should also improve
on the hardship allowances given to teachers to attract and retain qualified teachers.
ii)
As an incentive the government through the Joint Admissions Board (JAB) should
lower university entry marks and review upwards the loans and bursaries allocated to
university students from arid and semi–arid regions in order to motivate the students
and to increase their access to higher education.
iii)
The parents through their religious leaders in their respective places of worship, youth
groups, women groups and Chiefs should be educated on the modern methods of
farming such as irrigation and zero grazing for those situated on river banks or drill
boreholes to discourage staying away from homes for 3-4 months while looking for
pasture and water for animals. The presence of parents at home will improve their
support and encouragement to the students.
iv)
The students should be sensitized on the value of Guidance and counseling services
by their teachers and encouraged to be counselors of their fellow students in order to
curb drug and substance abuse and ensure that students grow up all round and
responsible persons.
73
5.5
Recommendation for Further Research
i)
Since the study was limited to schools in Garissa District, there is a need to carry out
an extensive similar study in all schools within North Eastern Province, so as to have
a comprehensive report on family‟s economic and educational background factors,
school based and socio-cultural factors that affect KCSE performance of secondary
schools students.
ii)
A study should also be carried out to investigate the attitude of students and parents in
North Eastern Province towards education.
74
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81
KENYATTA UNIVERSITY
DEPARTMENT OF EDUCATIONAL MANAGEMENT,
POLICY & CURRICULUM DEVELOPMENT
P.O. BOX 43844
NAIROBI
Dear Sir/Madam,
I am a post graduate student at Kenyatta University currently out on research. The title of my
research is “School based, social cultural and economic factors effecting Kenya
Certificate of Secondary Education (K.C.S.E.) performance in Garissa District, Garissa
County, Kenya”.
I humbly request you to spare a portion of your time to complete the attached questionnaires.
The responses you provide will be used only for the study. I want to assure you that your
responses will be treated with confidentiality and in order to ensure this, you may or may not
write your name or the name of your institution anywhere in the questionnaire.
Yours faithfully,
ABUBAKAR MAALIM ISSAK
82
APPENDIX 1
Questionnaire for Class teachers and HODs
Instructions
Please respond to all the items as honestly as possible. All the information will be
treated with a lot of confidentiality and only used for the purpose of this study.
Section I:
1.
Sex
Male
2.
[
]
]
]
Single [
]
Age in years
20 -29
[
]
30 -49
[
]
50 and above [
]
4.
Female [
Marital status
Married [
3.
Demography
Education and academic qualifications highest level of Education.
KCSE
[
]
KACE
[
]
Bachelors
[
]
Masters Degree
[ ]
Any other (please specify) ________________________________________
5.
Professional Qualification
Non-professional teacher
[ ]
Primary teacher one
[
]
Secondary school teacher one
[
]
Untrained graduates
[
]
Graduate teachers
[
]
Any other (please specify) _________________________________________
Section II:
6.
School Demography
Name of the school? _____________________________________________
83
7.
How many students does the school have in Form IV class? Girls ______ Boys _____
8.
(a) Are the following school based factors affect KCSE performance in your school?
Put a tick on the correct answer.
Table 1
School based factors that affect KCSE performance in Garissa district.
Teachers‟ preparedness
Teachers‟ experience
Teachers attitude towards their job/work
Students discipline
Physical facilities/equipment
- library
-laboratory
-chemicals
Extra coaching/Remedial teaching
Supervising study time/Time management
- HM support
- HMs styles
Learning materials
Others (specify)
Yes
No
84
8 (b). In your opinion, to what extent do the following school based factors in table 2 below
likely to affect the performance of your students in KCSE?
Table 2
Extent to which school based factors affect KCSE performance.
Teachers Preparedness
Teachers experience
Teachers attitude towards their
job/work
Students discipline
- library
-laboratory
-chemicals
Extra coaching/Remedial
teaching
Supervising study time/Time
management
- HM support
- HMs styles
Learning materials
Others (specify)
Very great
Great
Undecided Very little Little
extent
extent
extent
extent
85
9 (a). Are the socio-cultural factors noted in table 3 below likely to affect KCSE
performance?
Table 3
Social-cultural factors that affect KCSE performance.
Social cultural factors
Yes
No
Early marriages
Normadism
Beliefs of valuing sons more than
daughters.
Religious beliefs
Others (specify)
9 (b). In your view to what extent are the social cultural factors in table 4 below likely to
affect KCSE performance?
Table 4
Extent to which social-cultural factors affect KCSE performance.
Very
Great
Undecide
Very
Little
great
extent
d
little
extent
extent
Early marriages
Normadism
Beliefs of valuing sons more than
daughters.
Religious beliefs
Early marriages
extent
86
10 (a). Are the family economic and educational background factors listed in table 5 below
likely to affect KCSE performance?
Table 5
Family economic and educational background factor that affect KCSE performance
Family economic and
Yes
No
educational background factors
Poverty levels of parents
Family size
Parents support and
encouragement
Other (specify)
10.(b) In your view to what extent are the following Family economic and educational
background factors in table 10 below likely to affect KCSE performance.
Table 6
Extent to which Family economic and educational background factorsaffect KCSE
performance.
Home based factors
Family size
Parents support and
encouragement
Other (specify)
Very great
Great
extent
extent
Undecided
Very little
Little
extent
extent
87
(11). in your opinion what strategies can your school adopt in order to improve KCSE
performance in your school.
i) -----------------------------------------------------------------------------------------------------ii) -----------------------------------------------------------------------------------------------------iii) -----------------------------------------------------------------------------------------------------iv) -----------------------------------------------------------------------------------------------------v) -----------------------------------------------------------------------------------------------------APPENDIX 2
Questionnaire for Secondary School Students
Instructions
This is not to test but to help us understand problems affecting academic perfomance.
The answers will be treated with utmost confidence. For these reasons, do not write
your name on the questionnaire.
1. Give the name of your school_____________________
2. How old are you? ___________
3. Indicate with a tick if your parents are alive and (x) if not alive
Mother [
]
Father [
]
4. What is your gender (tick one)
Male [
]
Female [
]
School Based Factors
5 (a). Are the following school based factors likely to affect your KCSE performance?
88
Table 1
School based factors that affect KCSE performance in Garissa district.
Yes
No
Teachers experience
Students discipline
- library
-laboratory
-chemicals
- HM support
- HMs styles
Text books
Learning materials
Others (specify)
5 (b) In your opinion to what extent are the school based factors in table 2 below likely to
affect your KCSE performance?
89
Table 2
Extent to which school based factors affect KCSE performance
Very great
Great
extent
extent
Undecided
little
Very Little
extent
extent
Motivation of
teachers
Teachers
qualifications
Teachers experience
Teachers attitude
towards their
job/work
Students discipline
Physical
facilities/equipment
- library
-laboratory
-chemicals
School evaluation
policy
Administrative
practices
- HM support
- HMs styles
Learning materials
Others (specify)
6 (a). Are the following Family economic and educational background factors in table 3
likely to affect your KCSE performance?
90
Table 3
Family’s economic and educational background factors that affect KCSE performance.
Family economic and educational background Yes
No
factors
Family size
Parents support and encouragement
Others (specify)
6 (b). In your opinion to what extent are the Family economic and educational background
factors noted in table 4 below likely to affect your KCSE performance.
Table 4
Extent to which Family economic and educational background factors affect KCSE
performance
Family economic and
Very great
Great
educational background
extent
extent
Undecided
little
Very Little
extent
extent
factors
Family size
Parents support and
encouragement
Others (specify)
7 (a). Are the following social cultural factors in table 5 likely to affect your KCSE
performance.
91
Table 5
Social cultural factors that affect KCSE performance
Yes
No
Early marriage
Nomadism
Beliefs e.g valuing sons more than daughters
Religious beliefs
Others (specify)
7. (b). In your opinion to what extent are the social-cultural factors in table 6 below likely to
affect your KCSE performance.
Table 6
Very great
Great
extent
extent
Undecided
little
Very Little
extent
extent
Early marriage
Nomadism
Cultural
practices
e,g
Beliefs e.g valuing sons
more than daughters
i)
ii)
iii)
iv)
Thank you for completing this questionnaire.
92
APPENDIX 3
Questionnaire for D.E.Os, Head teachers and Deputy head teachers
Purpose to be explained
Division:
School:
1. (a). What is your Gender?
(a) male
(b) female
(b). What is your educational qualification?
Table 1
Educational Qualification
Graduate
Diploma
S1
U T Graduate
Others
2. (a). Which of the schools based factors are likely to affect your students KCSE
performance in your school?
93
Table 2
School based factors that affect KCSE performance.
Yes
No
Teachers experience
Students discipline
- library
-laboratory
-chemicals
- HM support
- HMs styles
Text books
Learning materials
Others (specify)
2 (b) In your opinion to what extent are the school based factors in table 3 below likely to
affect your KCSE performance?
94
Table 3
Extent to which school based factors affect KCSE performance
Very great
Great
extent
extent
Undecided
little
Very Little
extent
extent
Motivation of
teachers
Teachers
qualifications
Teachers experience
Teachers attitude
towards their
job/work
Students discipline
Physical
facilities/equipment
- library
-laboratory
-chemicals
School evaluation
policy
Administrative
practices
- HM support
- HMs styles
Learning materials
Others (specify)
3 (a). Are the following Family economic and educational background factors in table 4
likely to affect your KCSE performance?
95
Table 4
Family economic and educational background factors that affect KCSE performance.
Family economic and educational background Yes
No
factors
Family size
Parents support and encouragement
Others (specify)
3 (b). In your opinion to what extent are the Family economic and educational background
factors noted in table 5 below likely to affect your KCSE performance.
Table 5
Extent to which Family economic and educational background factors affect KCSE
performance
Family economic and
Very great
Great
educational background factors
extent
extent
Family size
Parents support and
encouragement
Others (specify)
Undecided
little
Very Little
extent
extent
96
4 (a). Are the following social cultural factors in table 6 likely to affect your KCSE
performance.
Table 6
Social cultural factors that affect KCSE performance
Yes
No
Early marriage
Nomadism
Beliefs e.g valuing sons more than daughters
Religious beliefs
Others (specify)
4. (b). In your opinion to what extent are the social-cultural factors in table 6 below likely to
affect your KCSE performance.
Table 6
Early marriage
Nomadism
Cultural
practices
e,g
Beliefs e.g valuing sons
more than daughters
Very great
Great
extent
extent
Undecided
little
Very Little
extent
extent
97
i)
ii)
iii)
iv)
v)
Thank you for completing this questionnaire.
98
APPENDIX 4: GARISSA DISTRICT ADMINISTRATIVE BOUNDARIES
99
APPENDIX 5: PROPOSED BUDGET
ITEM
ITEM DESCRIPTION
KSHS
1.0
Proposal writing
1.1
Surfing internet @ KShs .50 per minute
2000
1.2
Typing, printing and binding
2300
2.0
Piloting
2.1
Photocopy @ KShs 2 per page
2.2
Travelling allowance @ KShs 1200 per day for four days
3.0
Data Collection @ KShs 1200 per day for 16 days
3.1
Research assistance
4.0
Data analysis and presentation
4.1
Project typing and printing@ KShs 30 per page
2400
4.2
Project photocopying and binding
6300
TOTAL
500
4800
19200
9200
15000
61700
100
APPENDIX 6: PROPOSED TIME PLAN
Months
Activity
Writing the proposal
Pilot study
Collecting data
Analyzing data
Compiling the Final copy
1
2
3
4
5
6
7
8
9
101
APPENDIX 7: RESEARCH AUTHORITY

chapter one - Kenyatta University

Transcription

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