Determinants of Secondary School Learners Performance in Christian Religious Education in Lelan Sub County, Kenya

In Kenya, Christian Religious Education is taught and examined by the Kenya National Examinations Council in the Kenya Certificate of Secondary Education at the end of the four years of Secondary Education cycle. The teaching of this subject in Secondary Schools ensures that learners are offered an opportunity to develop morally and spiritually (Education Act, 2011). Christian Religious Education was earlier on examined with Social Education and Ethics as rival and complementary subjects.  But, as years went by, the students’ performance in Christian Religious Education declined. This rivalry necessitated the need to investigate students’ performance in Christian Religious Education in Kenya Certificate of Secondary Education in Lelan Division of West Pokot County.  Five objectives and a corresponding number of null hypotheses were adopted.  The Stratified sampling technique was employed to select two hundred and four (204); students, teachers, head teachers and a response rate of two hundred (200). Descriptive and inferential statistics were used to analyze the data. It was established that students’ poor performance in Christian Religious Education was influenced by; the teaching of Social Education and Ethics (SEE), student –teacher relationship, students’ self determination, adequacy of resources, teachers’ and students’ attitudes towards Christian Religious Education besides the extent of teacher involvement in marking Kenya Certificate of Secondary Examination examinations.   The study recommended in- service training for Christian Religious Education teachers, construction of cost effective day secondary schools,   Kenya National Examinations Council’s involvement of teachers in marking Christian Religious Education and elimination of Social Education and Ethics as an examinable subject. Keywords: Kenya Certificate of Secondary Education, performance, attitudes, Christian   Religious Education, Social Education and Ethic

Impact of Selected Constituency Development Fund Activities on Education Development in Likuyani Constituency, Kenya

The purpose of the study was to determine the impact of selected Constituency Development Fund activities on education development in Likuyani Constituency. The study set out to achieve the following objectives: To establish how Constituency Development Fund has been used to facilitate the provision of physical facilities in public secondary schools in Likuyani constituency and to determine the influence of the fund on leaners’ retention.The study used descriptive survey research design and simple random sampling technique. A sample size of ten (10) public secondary schools out of twenty four (24) schools was selected where ninety seven (97) respondents from students, teachers, headteachers and education officers provided data upon which the findings are based.  Information was collected using Questionnaire and interview schedule. Instrument validity and reliability was determined through pilot study. Descriptive statistics was used to analyse and interpret data. The main findings of the study based on each of the research questions were as follows: Regarding the extent of CDF funded physical facilities in public secondary schools, it was found out  that the projects which most benefited from CDF funds were the school land 4 (50%), science laboratory 3(37.5) and computer laboratory 3 (37.5%).The study also established that learners’  retention and rates increased after the introduction of CDF fund although it was still below the expectation with all schools enrolling between 150-200 students ten years down the line and an average completion rate of 69%.Based on the foregoing findings, several conclusions and recommendations  were arrived at: First, CDF funds have helped to facilitate the provision of physical facilities in public secondary schools in Likuyani Constituency to a small extent, 46.7% although the facilities were still not enough. Secondly, the number of learners’ retention rate had significantly gone up with the introduction of CDF. The study recommended that the government should allocate enough funds to ensure that facilities constructed are enough and well equipped. Secondly, the government should increase funds allocated to CDF bursary so that learners’ can fully pay school fee thus increasing the retention and completion rates of students. Keywords: Constituency Development Fund, education development, impact, physical facilities, public secondary education, enrolment, retention and completion

Influence of Selected Parental and School Location Factors on Learners’ Academic Achievement in Public Day Secondary Schools in Trans - Nzoia and West Pokot Counties, Kenya

Globally, parental and school location factors are perceived to influence learners’ academic achievement as indicated by on-going Curriculum Implementation debate in the Twenty First Century. The debate has led national as well as local scholars to focus on improvement of academic achievement among learners in different categories of schools. The study sought to establish the influence of parental socio-economic and school location factors on learners’ academic achievement. The target population comprises 2,830 respondents from which a sample size of 384 learners, 109 teachers were selected. Ex-post facto and co-relational designs were employed. Questionnaires for learners and teachers, an interview schedule for head teachers, and a document analysis guide were used to collect data. Instruments’ reliability was established through the split-half technique, yielding reliability coefficients of 0.8 and 0.75 for learners’ and teachers’ questionnaire instruments respectively. The validity of the questionnaire instrument was established through a pre-test. Descriptive and inferential statistics using Chi-Square interactive were used to analyse data. The study findings revealed that learners whose parents had higher education were likely to provide adequate academic support service to their children unlike those who were less educated. There was a positive correlation between parental socio- economic status and day school learners’ academic achievement. The study recommended that parents be sensitized on their role in providing adequate facilitation for learners while at home through provision of relevant learning resources, revision materials and by providing transport for learners in day secondary schools. Keywords: Parental and School Location Factors, Academic Achievement DOI: 10.7176/JEP/13-21-05 Publication date:June 30th 202

Teacher Motivational Strategies on Students’ Academic Performance in Day Secondary Schools in Saboti Sub-County,

Teachers motivation has become an important issue given their responsibility to impart knowledge and skills to learners. Consequently, the purpose of this study was to investigate the influence of teacher motivation strategies on the students’ performance in day secondary schools of Saboti Sub-County, Trans Nzoia County, Kenya. Specifically, the study sought to establish how staff development, recognition, advancement and incentives influence students’ academic performance in day secondary schools.  This study was conducted in 20 day secondary schools. The study was limited to the information the respondents gave. Simple stratified sampling technique was used for sampling with each stratum being represented by a sample size using the Kreijcie and Morgan table of sample determination.The data collection instrument was the questionnaire which was tested for validity and reliability before being used in the study. Structured questionnaires were administered to the teachers and head teachers of the day secondary schools in Saboti Sub-County. Data was analyzed using Statistical Package for Social Science (SPSS).The findings of the study were that most teachers lacked motivation in their work and this accounts for the low performance in these schools. Motivation strategies such as recognition, training and development, incentives and career advancement were minimal in the schools. The study recommends that a variety of motivational strategies be consistently employed by the Teachers Services Commission to enhance teachers’ morale and subsequently students’ academic performance. Keywords: Teacher, Motivational Strategy, Students, Academic Performance DOI: 10.7176/JEP/14-12-01 Publication date: April 30th 202

Influence of Institutional Characteristics on Learners’ Academic Achievement in Selected Public Day Secondary Schools in Kenya

Rapid growth in Education as an investment has necessitated and heightened interest in the determination of institutional influence on Learners’ Academic Achievement in Kenya. This is observed in regular Curriculum reforms in the recent past to align the curriculum to learners’ academic aspirations. This study sought to determine the extent to which teachers’ characteristics and teaching learning resources influence students’ academic achievement as measured by the Mean Kenya Certificate of Secondary Education Examination score and grade. The sample size of 109 Teachers and 384 Learners was obtained from the targeted population of 2830 people. Ex-post Facto Design and Correlational Design were adopted in the investigation. Questionnaires for teachers and learners, interviews schedule and document analysis were utilized to gather data. The Questionnaire instrument reliability co–efficient of 0.8 for Teachers and 0.75 for Learners was obtained following a pre-test based on split half technique. Inferential and Descriptive statistics using Chi square interactive facilitated data analysis. The study showed that favourable institutional factors positively correlates with learners’ academic achievement and vice versa. The study recommended that Day school learning facilities and teacher-student ratio be improved as this will facilitate attainment of a higher mean score by learners in the Kenya Certificate of Secondary Education Examinations. Keywords: Institutional Characteristics, Students’ Academic Achievement. DOI: 10.7176/JEP/14-3-06 Publication date: January 31st 202

Learner and Environmental Factors Influencing Students’ Academic Achievement in Chemistry in Public Day Secondary Schools in Nandi East Sub County Kenya

The study sought to establish the influence of learner characteristics on learners’ academic achievement in Chemistry and to establish the extent to which the learning environment influence learners’ academic achievement in chemistry in public day secondary schools in Nandi East Sub County. This study used Ex post facto research design. The study target population was 1164 students, 20 chemistry teachers, and 20 principals. A sample size of 18 public day secondary schools was selected for this study. A total of 255 learners were selected proportionately, to avoid biasness, eighteen chemistry teachers and 18 principals making a total of 255 respondents. Simple random sampling technique was used in selecting the learners who took part in the research. Purposive sampling technique was used when selecting the Chemistry teachers and the principal due to their role as teachers of Chemistry and administrative role respectively. A questionnaire, an interview schedule and a document analysis were the main instruments of data collection. Validity and reliability of these instruments was ascertained before the actual data collection in the field. This was done through piloting of questionnaire instruments in the neighbouring Nandi Central Sub County. Qualitative and quantitative data were collected in the selected Public Day Secondary Schools. The qualitative data was analysed using content analysis, while quantitative data was analysed using descriptive statistics and inferential statistics. Learner characteristics had a positive and significant effect on learners’ academic achievement of (β=.828, p < 0.05) and learning environment had a positive and significant effect on learners’ academic achievement of (β=.093, p < 0.05). The study further concluded that Learner characteristics and learning environment affects learners’ academic achievement. Frequent practicals done, Charts, models and other teaching aids should be used during chemistry lessons because they enhance learners’ academic achievement. KEY WORDS: learner and environmental factors, influencing, student academic achievement. DOI: 10.7176/JEP/14-31-07 Publication date: November 30th 2023