FACTORS INFLUENCING PERFORMANCE OF STUDENTS IN KCSE AND

MANAGEMENT STRATEGIES FOR IMPROVING KCSE PERFORMANCE IN

PUBLIC SECONDARY SCHOOLS IN NAKURU DISTRICT, KENYA.

BY

MACHARIA KIRUGO PETER

A RESEARCH PROJECT REPORT SUBMITTED IN PARTIAL FULFILLMENT

FOR THE REQUIREMENTS OF MASTER OF ARTS DEGREE IN PROJECT
PLANNING AND MANAGEMENT OF THE UNIVERSITY OF NAIROBI.

2013
DECLARATION
This research project report is my own original work and has not been presented for award of
a degree in any other university.

Signature…………………………… Date………………………………

MACHARIA KIRUGO PETER

L50/71687/2011

This research project report has been submitted for examination with my approval as the
University supervisor.

Signature……………………………… Date …………………… ….

PROF. T. MAITHO

Department of Public Health, Pharmacology and Toxicology.

ii
 DEDICATION
I dedicate this work to my spouse Catherine, who has always been a constant source of
inspiration to me, and my four incredible children, George, Brian, Angela and Mercy.

iii
 ACKNOWLEDGEMENT
My sincere gratitude goes to my supervisor Professor T. Maitho whose support and guidance
was overwhelming in the course of writing this project. I also want to thank the Resident
Lecturer, University of Nairobi Mr. Mungai Joseph and the entire Nairobi University Staff,
especially lecturers in the Department of Extra Mural Studies, for the countless hours,
continuous support and wise counsel. I also thank my Principal Mr. Kamau and my workmates
for giving me support during my course of study. Lastly, my appreciation also goes to my
classmates for the cordial support they gave me during my studies.

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TABLE OF CONTENTS
page

DECLARATION…………………………………………………………………………... ……ii
DEDICATION…………………………………………………………………………………..iii
ACKNOWLEDGEMENT………………………………………………………………………iv
LIST OF TABLES………………………………………………………………………………ix
LIST OF FIGURES………………………………………………………….……..……………xi
ABBREVIATIONS AND ACRONYMS ...................................................................................xii
ABSTRACT……………………...…………………………………………….………………xiii
CHAPTER ONE: INTRODUCTION……………... …………………………………………1
1.1 Background to the study……………………….....………………………………………..1
1.2 Statement of the problem .........……………………………………………………………3
1.3 Purpose of the study…………………………………………………….………………….4
1.4 Objectives of the study…………………………………………………………….……….4
1.5 Research Questions………………………………………………………………….……..4
1.6 Significance of the study...........……………………………………………………………5
1.7 Delimitation of the study .........………………………………………………………….…5
1.8 Limitations of the study ..........………………………………………………………….…5
1.9 Basic assumptions of the study ……………………………………………………………6
1.10 Definition of the significant terms…………………..………………………………….….6
1.11 Organization of the Study…………………………………………………………………..7
CHAPTER TWO: LITERATURE REVIEW……………...…………………………………8
2.1 Introduction …….…………...……………………………………………………………..8
2.2 Secondary School Students’ Academic Performance……………….……………………..8
2.2.1 Self-efficacy as a factor contributing to Students Academic Performance………………...9
2.3 Teacher-Student ratio……………………………………………….…………………….10
2.4 Students’ Indiscipline………………………………………………….………………….11
2.4.2 Drug abuse…………………………………………………………………….......……..13
2.4.3 Absenteeism…………………………………………...…………………………........…14
2.5 School management style………………………………………………………………....14
2.6 School leadership and academic performance……………………………………….......15
2.7 Strategies to improve KCSE performance……………………………………………….17
2.7.1 Parent involvement………………………………………………………………..……..17
2.7.2 Motivation………………………………………………………………………...……...17
2.7.3 Empowering teachers……………………………………………………………………..19
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2.7.4 Team Building…………………………………………………………………………….20
2.7.5 Guidance and counseling………………………………………………………………….20
2.8 Government Policies in Education………………………………………….…….………21
2.9 School Environment………………………………………….………….………………..22
2.10 Theoretical Framework………………………………....………………………….…..…23
2.11 Conceptual Framework ……………………………………………………………….….23
2.12 Knowledge gaps …………………………………………………………………….…….25
CHAPTER THREE : RESEARCH METHODOLOGY …………………………..……….26
3.1 Introduction………………………………………….……………………………………26
3.2 Research design…………………………………………….……………………………..26
3.3 Target Population..........…………………………………………………………………..26
3.4 Sample Procedure and sample size……………………………………………….………26
3.5 Research Instruments……………………………………….…………………………….28
3.6 Data collection Procedures…………………..………...………………………………….29
3.7 Validity and Reliability of research instruments……………………………………….…29
3.7.1 Validity of research instruments……………………..………………………..………......29
3.7.2 Reliability of research instruments………………………………………………..……..29
3.8 Data analysis Techniques …………………………………………………………..30
3.9 Ethical Considerations……………………………………………………………….……30
3.10 Operational Definition of Variables…………………………………………………...….30
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND INTERPRETATION ..32
4.1 Introduction……….………………………………………………………………………32
4.2 Questionnaire return rate …………………………………………………………..32
4.3 Background of the respondents...........................................................................................32
4.3.1 Distribution of respondents by gender……………………………………………………32
4.3.2 Respondents’ Age…………………………………………………………………………33
4.3.3 Respondents level of study………………………….………………………………….…34
4.3.4 Respondents’ academic qualification……………………………………………….…….34
4.4 Teacher-student ratio………………………………………………………………………..35
4.4.1 Level of teacher adequacy………………………………………………………………...35
4.4.2 Influence of high teacher-student ratio on student performance in KCSE……………….36
4.4.3 Extent of influence of high teacher-student ratio on student performance in KCSE……..36
4..4.4 Strategies to improve teacher-student ratio………………………………………………37
4.5 Indiscipline behaviour in schools ...................................................... ….……………….38
4.5.1 Type of indiscipline cases reported in schools …………………………………………..38

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4.5.2 Frequency of occurrence of indiscipline cases in schools…..…………………………...38
4.5.3 Factors contributing to indiscipline cases in schools………...…………………………..40
4.5.4 Extent of influence of factors contributing to indiscipline cases in schools……..……...40
4.5.5 Influence of indiscipline on student performance………………………...……………..42
4.5.6 Extent of influence of indiscipline on student performance in KCSE ……………….....42
4.5.7 Strategies employed to tackle cases of indiscipline in schools……………...…...…...…43
4.5.8 Effectiveness of strategies employed to tackle cases of indiscipline in schools …….....43
4.6 School management practices………………………………………………………...…45
4.6.1 Level of stakeholder satisfaction with existing school management practices.……...…..45
4.6.1.1 Level of stakeholder satisfaction with the management practice of planning………….45
4.6.1.2 Level of stakeholder satisfaction with the management practice of organizing………..46
4.6.1.3 Level of stakeholder satisfaction with the management practice of staffing …………..47
4.6.1.4 Level of stakeholder satisfaction with the management practice of directing………….48
4.6.1.5 Level of stakeholder satisfaction with the management practice of controlling………..47
4.6.1.6 Level of stakeholder satisfaction with the management practice of budgeting………...50
4.6.2 Influence of school management practices on student performance in KCSE……..…..51
4.6.3 Respondents’ training in project management ……..…………………………………..53
4.7 Strategies to improve student performance in KCSE……….……………….……...….53
4.7.1 Influence of selected factors on performance of students in KCSE…………………..…53
4.7.2 Parent involvement in teaching/learning processes……………………………..……….55
4.7.3 Marks scored by students in their KCPE……………………………………..………….56
4.7.4 Sources of motivation for students…………………………………..…………………..56
4.7.5 Strategies used to improve performance in KCSE……………………….………..…….57
4.7.6 Number of BOG meetings recommended……………………..……….………………..58
4.7.7 Number of PTA meetings recommended……………………..…………………………58
4.7.8 Attendance of parents in PTA meetings……………………………..……………….….58
4.8 Answers to research questions…………………………………………………………...59
4.8.2 What is the influence of student indiscipline on performance in KCSE?.........................61
4.8.3 How do management practices employed by schools affect KCSE performance of
students? ...........................................................................................................................62
4.9 Overall contribution of the independent variables to student performance in KCSE........63
CHAPTER FIVE: SUMMARY OF FINDINGS, DISCUSSION, CONCLUSIONS
AND RECOMMENDATIONS ................……………………........……....…………..64
5.1 Introduction .......................................................................................................................... 64
5.2 Summary of findings ............................................................................................................ 64

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5.3 Discussion of findings......................................................................................................... 66
5.3.1 Influence of teacher-student ratio on performance of students in KCSE ........................... 66
5.3.2 Influence of indiscipline on performance of students in KCSE ......................................... 66
5.3.3 Influence of management factors on performance of students in KCSE ............................ 67
5.4 Conclusions of the study ..................................................................................................... 67
5.6 Contribution to the existing Body of knowledge ............................................................... 69
5.7 Suggestions for further study .............................................................................................. 70
REFERENCES...........................................................................................................................71
APPENDICES............................................................................................................................76
Appendix 1: Letter to the district education officer.....................................................................76
Appendix 2: Letter to principals...................................................................................................77
Appendix 3: Authorisation letter from the national council for science and technology.............78
Appendix 4: Summary of poor performing students in nakuru district kcse performance for
the period 2009 – 2012 ..........................................................................................79
Appendix 5: Questionnaire for education officers.......................................................................80
Appendix 6: Questionnaire for principals .................................................................................... 87
Appendix 7: PTA Class Representatives questionnaire............................................................... 93
Appendix 8: Teachers’ questionnaire. ......................................................................................... 98
Appendix 9: Students’ questionnaire ......................................................................................... 103

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 LIST OF TABLES
Page

Table 3.1 Sampling Frame..........................................................................................................28

Table 3.2 Operational Definition of Variables............................................................................31
Table 4.1 Questionnaire return rate ..........................................................................................32
Table 4.2 Distribution of respondents by gender ........................................................................33
Table 4.3 Respondents’ age (students) ........................................................................................33
Table 4.4 Age of teachers, Principals, Education Officers and PTA class Representatives........34
Table 4.5 Respondents level of study ..........................................................................................34
Table 4.6 Respondents’ level of education .................................................................................. 35
Table 4.7 Teacher-student ratio ...................................................................................................35
Table 4.8 Level of teacher adequacy ..........................................................................................36
Table 4.9 Influence of high teacher-student ratio on student performance in KCSE ................36
Table 4.10 Extent of influence of high teacher-student ratio on student performance in KCSE.37
Table 4.11 Strategies to improve teacher-student ratio ...............................................................37
Table 4.12 Type of indiscipline cases reported in schools ..........................................................38
Table 4.13 Frequency of occurrence of indiscipline cases in schools .........................................39
Table 4.14 Factors contributing to indiscipline cases in schools ................................................40
Table 4.15 Extent of influence of factors contributing to indiscipline cases in schools..............41
Table 4.16 Influence of indiscipline on student performance......................................................42
Table 4.17 Extent of influence of indiscipline on student performance in KCSE ..................42
Table 4.18 Strategies employed to tackle cases of indiscipline in schools..................................43
Table 4.19 Effectiveness of strategies employed to tackle cases of indiscipline in schools ......44
Table 4.20 Level of stakeholder satisfaction with the management practice of planning ..........46
Table 4.21 Level of stakeholder satisfaction with the management practice of organizing.. .....47
Table 4.22 Level of stakeholder satisfaction with the management practice of staffing ............48
Table 4.23 Level of stakeholder satisfaction with the management practice of directing...........49
Table 4.24 Level of stakeholder satisfaction with the management practice of controlling. ......50
Table 4.25 Level of stakeholder satisfaction with the management practice of budgeting.........51
Table 4.26 Influence of school management practices on student performance in KCSE..........51
Table 4.27 Respondents’ level of training in project management..............................................53
Table 4.28 Influence of selected factors on performance of students in KCSE...........................54
Table 4.29 Parent involvement in teaching/learning processes...................................................55
Table 4.30 Marks scored by students in their KCPE ..................................................................56
Table 4.31 Sources of motivation for students ............................................................................57
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Table 4.32 Strategies used to improve performance ...............................................................57
Table 4.33 Number of BOG meetings recommended...............................................................58
Table 4.34 Number of PTA meetings recommended ...............................................................58
Table 4.35 Average attendance of PTA meetings ....................................................................59
Table 4.36 Model summary showing influence of teacher-student ratio on student
performance in KCSE .............................................................................................59
Table 4.37 ANOVA showing influence of teacher-student ratio on performance in
KCSE......................................................................................................................60
Table 4.38 Coefficients showing influence of teacher-student ratio on performance
in KCSE ....................................................................................................................60
Table 4.39 Model summary showing influence of student indiscipline on
performance in KCSE ..............................................................................................61
Table 4.40 ANOVA showing influence of student indiscipline on performance
..........................................................................................................................................61
Table 4.41 Coefficients showing influence of student indiscipline on performance in
KCSE ................................................................................................................61
Table 4.42 Model summary showing influence of school’s management practices
on student performance in KCSE ............................................................................62
Table 4.43 ANOVA showing influence of school management practices on
performance in KCSE..............................................................................................62
Table 4.44 Coefficients showing influence of school management practices on
performance in KCSE .............................................................................................63

x
 LIST OF FIGURES
page
Figure 1: Conceptual Framework ...............................................................................................24

xi
 ABBREVIATIONS AND ACRONYMS

DEO District Education Office.

EFA Education for All.

FPE Free Primary Education

INSET In Service Teacher Training.

K.C.S.E Kenya Certificate Secondary Education.

KESI Kenya Education Staff Institute.

KSSHA Kenya Secondary School Heads Association

MDGs Millennium Development Goals.

MOEST Ministry of Education, Science and Technology.

SMASSE Strengthening Maths and Sciences in Secondary School Education.

SES Socio-economic status.

UNESCO United Nations Educational, Scientific and Cultural Organization.

xii
 ABSTRACT
Since independence, the Kenya Government has given education high priority in its
development agenda. This is in recognition of the strategic importance of raising the overall
education level of Kenyans within the context of poverty reduction and economic growth. In
this regard, education is not only perceived as a welfare indicator but also as a key determinant
of earnings and therefore an important exit route from poverty. Therefore, government
investment in the education of the people is identified as one of the pillars of the Government’s
overall economic recovery strategy. Student’s academic performance has dominated current
discussions on education circles and the student’s performance leaves much to be desired. This
has resulted in finger pointing among stake holders. The overall educational policy of the
government of Kenya is to achieve education for all. The priority is to ensure equitable access
and improvement in quality and efficiency at all levels of education. The ultimate goal is to
develop an all inclusive and quality education that is accessible and relevant to all Kenyans for
self reliance. The factors influencing performance of students in KCSE and management
strategies for improving KCSE performance in Public Secondary Schools in Nakuru District
were assessed in the study. The specific objectives of the study were; to find out teacher-student
ratio and its influence on KCSE performance of students in Public Secondary Schools in
Nakuru District, to establish the influences of indiscipline on KCSE performance of students in
public Secondary Schools in Nakuru District, to examine the schools management styles and
its influence on KCSE performance of students in public Secondary Schools in Nakuru
District and to assess management strategies which can be used to improve performance in
KCSE in Nakuru District. The study used a descriptive survey design and structured
questionnaires were used to collect data in the selected 12 Public Secondary Schools.
Questionnaires were used to collect primary data while secondary data was obtained from
published materials and review of documents from schools. The study targeted Principals,
Teachers, Education Officers, PTA class representatives and students from selected schools
who were used for data collection. The sample used 12 Public Secondary Schools from the 24
Public Secondary Schools in the District. The schools were selected using stratified random
sampling and were categorized into Public Day Secondary Schools, Public Girls Boarding
Secondary Schools and one Public Boys Boarding Secondary School. A sample size of 256 was
used which included 12 Secondary School Principals, 2 officers from The Ministry of
Education, 36 teachers, 12 PTA class representatives and 194 students selected from every
school. The data obtained was organized, checked for completeness and analyzed using
Statistical Package for Social Sciences. Self-administered questionnaires were used to collect
data. 256 questionnaires were administered and the return rate was 91%. Findings showed that
56% of the respondents felt that Teacher-student ratio though a significant factor, contributed
little to the overall performance of students in KCSE. 82% of the respondents felt that Student
indiscipline was another significant factor but which again had minimal impact on the overall
performance of students in KCSE in Nakuru District. The variable with the highest impact on
student academic performance was school management style where 68% of the respondents
indicated that School management style played a vital role in determining the overall
performance of students in KCSE. 73% of the respondents indicated that motivation of teachers
and students was the best strategy to improve students’ academic performance. The study
recommends that the number of teachers be maintained and where the teachers are not adequate,
the number to be increased through employment. This can be done by the government or the
BOG. Indiscipline results in overall decline in performance of students in KCSE, and therefore
it is critical for the vice to be arrested. Also school management was found to be wanting
regarding motivation. Schools should device strategies that will help motivate their students and
staff in order to make them perform better. The study will benefit Education Officers,
Principals, Teachers and other stakeholders in Nakuru District since the results obtained will
help them in improving KCSE performance of students in Public Secondary Schools.

xiii
 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Since independence, the Kenya Government has placed high priority on education in its
development agenda. This is in recognition of the strategic importance of raising the overall
education level of Kenyans within the context of poverty reduction and economic growth. In
this regard, education is not only perceived as a welfare indicator but also as a key
determinant of earnings and, therefore, an important exit route from poverty. Therefore,
investing in the education of its people is identified as one of the pillars of the Government’s
overall economic recovery strategy.

The provision of quality education and training to all Kenyans is fundamental to the success
of the Government’s overall development strategy. Kenya Vision 2030 articulates the
development of a middle income country in which all citizens will have embraced
entrepreneurship, be able to engage in lifelong learning, learn new things quickly, perform
more non-routine tasks, be capable of more complex problem-solving, willing and able to
take more decisions, understand more about what they are working on, require less
supervision, assume more responsibility, and as vital tools towards these ends, have better
reading, quantitative, reasoning and expository skills. The Government recognizes secondary
education as part of basic education with aim of enhancing the citizens’ access to quality and
equitable education so as to achieve the Vision 2030 goals.

During the last few years, major reforms and innovations have included the implementation
of Free Primary and Free Day Secondary Education. This has enabled the country to make
significant progress towards attaining Education for All (EFA) and the Millennium
Development Goals (MDGs). To date, the main focus has been on improving levels of
access, retention, equity, quality, relevance, and the overall efficiency of the education sector.
The education system in Kenya is examination oriented and the quality of education is often
seen in terms of the number of students passing national examinations (Eshiwani, 1993).
Educators and the general public have often expressed concern over factors that influence
student performance in examinations. Schools are in sense factories in which raw children are
shaped and finished to meet the various demands of life. At policy level examination results
are used to make decisions that have far reaching implications on the lives of learners.
Besides being used for certification and selection, they enable learning to be measured, thus

1
giving some indication of the successes of the curriculum. The results of student achievement
are reported not only to the government but also to the parents, teachers, curriculum
developers and the department of quality assurance and standards.

Both the government and parents expect teachers to perform better at their present levels of
training. The whole issue of students’ performance should be considered from the broad
framework of input and output. One of the core functions of schools is to take human raw
material (students) and convert them into something more valuable and useful in the society.
Of paramount importance, therefore, is the proper management of teachers and all of an
institution’s valuable resources since the lack of it will invariably lead to low productivity on
the part of the teachers and hence low academic achievement (Republic of Kenya, 1988). The
overall educational policy of the government of Kenya is to achieve education for all
(MOEST, 2008). The priority is to ensure equitable access and improvement in quality and
efficiency at all levels of education. The ultimate goal is to develop an all inclusive and
quality education that is accessible and relevant to all Kenyans for self reliance (Sifuna,
2003). This is guided by the understanding that good education can contribute significantly to
economic growth, improved employment prospects and income generating opportunities for
sustainable development.

The issue of poor academic performance of students in Kenya has been of much concern to
all stakeholders. The problem is so much that it has led to the widely acclaimed fallen
standards of education in Kenya at large. Due to the observed deterioration in the academic
performance, attitude and values of Secondary School students in Public Secondary Schools,
one wonders if such poor performance may be a reflection of the institutional, instructional
and structural qualities in the school. The question that continues to poke the minds of many
educational scholars and stakeholders is whether these deteriorations could be as a result of
teachers’ ineffectiveness in classroom, interaction with students or students’ characteristics,
structural and infrastructural faults or inadequacies, the nature of the facilities and learning
environment or socio-cultural factors. Students’ academic performance could be adduced to
several pedagogical and socio-psychological factors, or intervening variables (Yoloye, 2000)

Studies on teacher effectiveness have been done eg by Okumbe (1999) and recommended
that for purposes of effectiveness of school teachers, school managers, and curriculum
implementers, an effective in-service training should be provided to them. Management
styles have been shown to influence group and organizational effectiveness (Lowe, Kroeck,
Sivasubramanian (1996). There is also a close relationship between management style and

2
human resource management practices such as promotion, information sharing,
comprehensive training, performance compensation and equitable reward (Laka-Mathebula,
2004). However, there are rare studies related to the relationship between management style
and academic performance in schools.
According to Ongiri and Abdi, (2004), the quality of education as measured by student
achievement in national examinations is considered as below average standards. The
government of Kenya also noted in its Master Plan on Education and Training (1997-2010)
that the majority of schools fall short of providing for the learning needs of their students,
leading to poor academic performance (Republic of Kenya, 1998).
Considering the quality of those students that graduate every year, it looks like secondary
education is not realizing the goals and objectives for which it is set up. The District Mean
score has remained below average that is, below 6 out of a possible 12. This shows that the
schools do not give value for the resources invested in them in return. This revelation
therefore necessitated the study. This study will therefore seek to assess the factors
influencing performance of students in KCSE and the strategies used to improve the
performance in Public Secondary Schools in Nakuru District.

1.2 Statement of the problem

The main issues facing the education sector have been challenges of access, equity, quality,
relevance and efficiency in the management of educational resources.
Kenya Vision 2030 recognizes that education and training of all Kenyans is fundamental to
the success of the Vision. In order to realize the national development goals, relevant and
quality education and training is required to meet the human development needs of a rapidly
changing and a more diverse economy. The desire to provide quality education for all
Kenyan children was one of the major objectives of the struggle for independence. The
government is currently implementing measurers to improve the quality of education in
secondary schools in Kenya for example in-service education for teachers. Despite the efforts
to provide quality education, the secondary sector continues to face challenges that could
compromise the quality of education manifested by reduced level of academic performance
among the students.
Information from The District Education Office, for the last four years in a row, (2009-2012)
students KCSE performance has remained below average. On average in the four years,
students who scored Mean Grade D and below were 1,313 (32.59%) out of 4029 and a
District KCSE Mean Score of 4.85 out of a possible 12.

3
Looking at the number of students that graduate from secondary schools in Nakuru District
every year, one may say that secondary education in the District is trying to fulfill national
goals of education in line with vision 2030. But on the other hand, considering the quality of
those students that graduate every year, it looks like secondary education is not realizing the
goals and objectives for which it is set up. The District Mean score has remained below
average that is, below 6 out of a possible 12. This shows that the schools do not give value
for the resources invested in them in return. This revelation therefore necessitated the study.
This study will therefore seek to assess the factors influencing performance of students in
KCSE and the strategies used to improve the performance in Public Secondary Schools in
Nakuru District.

1.3 Purpose of the study

The main objective of the study was to assess the factors influencing performance of students
in KCSE and management strategies for improving KCSE performance in Public Secondary
Schools in Nakuru District.

1.4 Objectives of the study

The study was guided by the following objectives;

1. To assess teacher-student ratio and its influence on the students’ performance in

KCSE in Public Secondary Schools in Nakuru District
2. To assess students indiscipline and its influence on KCSE performance of students in
Public Secondary Schools in Nakuru District.
3. To examine the school’s management style and its influence on KCSE performance of
students in Public Secondary Schools in Nakuru District.
4. To assess strategies used to improve students’ performance in KCSE in Public
Secondary Schools in Nakuru District.

1.5 Research Questions

The study was guided by the following research Questions;

1. What is the teacher-student ratio and its influence on the KCSE performance of
students in Public Secondary Schools in Nakuru District?
2. What are the causes of students indiscipline and the influence of indiscipline on
students KCSE performance in Public Secondary Schools in Nakuru District?
3. How does the school’s management style influence KCSE performance of students in
Public Secondary Schools in Nakuru District?
4
 4. What are the strategies used to improve KCSE performance in Nakuru District?

1.6 Significance of the study

This study sought to assess the factors influencing performance of students in KCSE and
management strategies for improving KCSE performance in Public Secondary Schools in
Nakuru District.

Quality of education in Kenya is judged by the performance in examination hence it is

important to undertake this study and consequently assess the strategies used to improve
KCSE performance in Public Secondary Schools in Nakuru District. The study will be
significant to Education Officers, Principals, Teachers and other stakeholders in Nakuru
District since the results obtained will help them use the strategies to improve KCSE
performance. Second on the practical value, the findings will serve as reference points for
school Principals in Nakuru District on staff management skills that would lead to
improvement of students’ performance in national examinations.

1.7 Delimitation of the study

The study included a sample of Public Secondary Schools in Nakuru District. The study
focused on the measurable factors that influence KCSE performance of students and the
strategies used to improve the performance in the selected twelve Public Secondary Schools.
The factors were; teacher-student ratio, student’s indiscipline, school management style and
also assessment of strategies of improving the KCSE performance. The Principals, teachers,
PTA class representatives and students of the sample schools were the respondents. Two
Education Officers were also used in the study. They provided information on the factors that
influence KCSE performance of students in the selected twelve Public Secondary schools and
the strategies used to improve KCSE performance in Public Secondary Schools in Nakuru
District. The study covered Public Secondary Schools in Nakuru District only. Performance
in this study was only limited to KCSE examination results which was the main focus of the
study. Other relevant variables that were not covered formed the basis for further research
recommended by the study.

1.8 Limitations of the study

The study faced challenges in that the information obtained could have been exaggerated or
limited. To counter this challenge the researcher encouraged the respondents to be as truthful
as possible and also assured the respondents of the confidentiality of the information given.
5
The study covered a relatively small area and therefore the findings could not be generalized
in the whole country since different regions have different challenges.

1.9 Basic assumptions of the study

The study assumed that; The Kenya Certificate of Secondary Education examination is a
reliable and accurate instrument for measuring students’ and school’s achievement at the
secondary school level, the sample selected represented the entire population, and also the
respondents answered questions correctly and truthfully and that the answers which were
given on the questionnaires reflected the true facts of what was on the ground.

1.10 Definition of the significant terms

Academic performance The outcome of education or the extent to which a student or

school has achieved their educational goals.

Indiscipline Unwillingness of an individual to demonstrate decent

conduct, and respect for authority.
In-service Teacher training The provision of organized programmes for practicing teachers,
to support their development.
Leadership The process of influence leading to the achievement of desired
purposes.
Management The art of getting people together to accomplish desired goals
through planning, organizing, sourcing, directing, and
controlling an organization for the purpose of accomplishing
goals.
Strategic Plan A document used by a school showing the process of
determining a school's long-term goals and then identifying
the best approach for achieving those goals.

Strategy A general direction set for a school by integrating

organizational activities, utilizing and allocating resources
within the school environment so as to meet the present
objectives and achieve a desired state in the future.

Teacher-Student ratio This is the number of students who attend a school divided by
the number of teachers in the institution.

6
1.11 Organization of the Study
This study contains five chapters and an appendices section. Chapter one, which is the
introduction, gives the background of the study, statement of the problem, research objectives
and research questions that guided the study, the significance of the study, underlying
assumptions, limitations of the study and delimitations of the study. The chapter also contains
the definition of significant terms used in the study.
Chapter two contains a comprehensive literature review of past research studies and
publications conducted regarding the assessment of factors that influence KCSE performance
of students and the strategies used to improve KCSE performance in Public Secondary
schools.
Chapter three gives a description of the research methodology that was used for the study.
The research design and sampling techniques that were used are explained. The method of
sample selection and determination, data collection, data analysis, data presentation and the
operational definition of variables are also contained in this chapter.
Chapter four contains the data analysis, data presentation and interpretation of the findings.
The findings are presented in form of tables with an explanation of the findings below each
table.
Chapter five contains the summary of findings, discussion, conclusions and the research
recommendations. The chapter contains a section for suggested areas for further studies
arising from the study findings and is concluded with a section for the study’s contribution to
the body of knowledge.

7
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction
This chapter reviews literature on assessment of factors that influence KCSE performance of
students and the strategies used to improve KCSE performance in Public Secondary schools
in Kenya. The chapter also captures the conceptual framework showing the relationship
between the independent and dependent variables under study.

2.2 Secondary School Students’ Academic Performance

Educational services are often not tangible and are difficult to measure because they result in
the form of transformation of knowledge, life skills and behaviour modifications of learners
(Tsinidou, Gerogiannis, and Fitsilis, 2010). There is no commonly agreed upon definition of
quality that is applied to the education field. The definition of quality varies from culture to
Culture. The environment and the personal characteristics of learners play an important role
in their academic success. The school personnel, members of the families and communities
provide help and support to students for the quality of their academic performance. This
social assistance has a crucial role for the accomplishment of performance goals of students
at school (Goddard, 2003). Besides the social structure, parents’ involvement in their child’s
education increases the rate of academic success of their child (Furstenberg and Hughes,
1995).
The issue of poor academic performance of students in Kenya has been of much concern to
all stakeholders. The problem is so much that it has led to the widely acclaimed fallen
standards of education in Kenya at large. Due to the observed deterioration in the academic
performance, attitude and values of Secondary School students in Public Secondary Schools,
one wonders if such poor performance may be a reflection of the institutional, instructional
and structural qualities in the school. The question that continues to poke the minds of many
educational scholars and stakeholders is whether these deteriorations could be as a result of
teachers’ ineffectiveness in classroom, interaction with students or students’ characteristics,
structural and infrastructural faults or inadequacies, the nature of the facilities and learning
environment or socio-cultural factors. Students’ academic performance could be adduced to
several pedagogical and socio-psychological factors, or intervening variables (Yoloye, 2000)

8
Such socio-psychological variables may include focus of control, self-efficacy, interest in
schooling, self-concept, self-esteem, self-confidence, self-regulation, school environment,
study-habits among others.

Teachers definitely play the vital role in students’ learning and performance in the Schools
subjects. Whether teachers should be solely held responsible for the poor performance of
their students is a matter yet to be conclusively agreed by stakeholders in the education
sector. While every situation in every community, nation or educational system may be
different there are no doubts that teachers as well as parents or guardians have a great
responsibility to help the student succeed, the student should be assisted to hold and
positively discharge the most responsibility (Wenglinsky, 2002). On the other hand, teachers’
performance in every parameter has a significant impact on students’ understanding and
performance. For instance, if a teacher is effective in teaching, his students would most likely
do better in class. If however the teacher is ineffective and inefficient, the students could do
much worse. It is also possible that with an ineffective or careless classroom teacher a student
could still get an A grade; a student could also fail from a class with a “good” teacher. These
issues are pointless to the extreme symbiotic relationship between the teacher and the learner.

2.2.1 Self-efficacy as a factor contributing to Students Academic Performance

People’s beliefs about their abilities in particular domains are thought to be important in
motivating them to do what they can do to achieve (Hawthorne, 2004). Bandura, (1997)
introduced the concept of self-efficacy as a key component in social cognitive theory in the
late 1970s and it has been found to be an important predictor of student achievement.
According to Pajares (1996), and Zimmerman’s (2000) self-efficacy and other expectancy
beliefs share some similar characteristics because they are beliefs about one’s perceived
capacity; but however, they differ in the self-efficacy as defined in terms of individuals’
perceived capabilities to attain designated types of performance and achieve specific results.
In the intellectual realm, self-efficacy belief has received increasing attention in such areas as
academic motivation and self-regulation.

Academically therefore, self-efficacy refers to one’s perceived capability to perform given

academic tasks at the desired level (Schunk, 2004). Self-efficacy is related only to
performance expectations and does not depend on the value placed on the task (Hawthorne,
2004). For example (Bandura, 1997) notes that it is possible to have high self-efficacy about
a capacity that one does not particularly value as well as the reverse. Such can mean that, the

9
more specific and skill-related a self-efficacy measure is, the more predictive it is likely to be
for positive performance.

Studies have confirmed strong relationships between self-efficacy and academic achievement
or learning outcomes. For example (Pajares, (1996); and Zimmerman’s (2000) review of the
major findings into self-efficacy beliefs concludes that they are positively related to
motivation. Researchers have found that students who are self-efficacious are more likely to
undertake difficult and challenging tasks than students who are not self-efficacious. They are
also more likely to exert more effort and to persist longer in the face of difficulties. It has
been found that perceived self-efficacy influences students’ methods of learning as well as
their motivational processes. Students who are self-efficacious appear to use more self-
regulating strategies which lead to higher achievement (Hawthorne, 2004).

2.3 Teacher-Student ratio

Student–teacher ratio is the number of students who attend a school or an institution divided
by the number of teachers in the institution. For example, a student–teacher ratio of 10:1
indicates that there are 10 students for every one teacher. The term can also be reversed to
create a teacher–student ratio.
The student-teacher ratio is an indicator of education quality. Study has shown that crowded
classrooms with a high number of pupils per teacher the quality of education suffers. For
students it is difficult to follow the course and teachers can dedicate less time to the needs of
each individual student. Data from UNESCO on the pupil-teacher ratio in schools show that
crowded classrooms are more common in Sub-Saharan Africa and Southern Asia than in
other parts of the world. 22 of the 27 countries with 40 or more pupils per school teacher are
located in Sub-Saharan Africa.

A low student–teacher ratio is often used as a selling point to those choosing schools for
education. On the other hand, high student–teacher ratio is often cited for criticizing
proportionately underfunded schools or Schools systems, or as evidence of the need for
legislative change or more funding for education.

Classes with too many students often disrupt education. Also, too many students in a class
results in a diverse field of students, with varying degrees of learning ability. Consequently,
the class will spend time for less academic students to assimilate the information, when that
time could be better spent progressing through the curriculum. In this way, student–teacher
ratios are compelling arguments for advanced classes.

10
Smaller classes are often perceived as allowing teachers to focus more on the needs of
individual students and reducing the amount of class time needed to deal with disruptions.
Yet, while there is some evidence that smaller classes may benefit specific groups of
students, such as those from disadvantaged backgrounds (Krueger, 2002), overall the
evidence of the influence of differences in class size on student performance is weak. There is
more evidence to support a positive relationship between smaller class size and aspects of
teachers’ working conditions and outcomes (e.g. allowing for greater flexibility for
innovation in the classroom, improved teacher morale and job satisfaction) (Hattie, 2009).
The ratio of students to teaching staff indicates how resources for education are allocated.
Smaller student-teacher ratios often have to be weighed against higher salaries for teachers,
increased professional development and teacher training, greater investment in teaching
technology, or more widespread use of assistant teachers and other paraprofessionals whose
salaries are often considerably lower than those of qualified teachers.
Along with the teaching demands, teachers are charged with other duties such as; guiding and
counseling, disciplining students, managing classes and participating in curriculum
development panels. Coupled with this, the freezing of the hiring of teachers to public
schools by the Kenyan government in 1998 created a teacher shortage in many secondary
schools leading to increased workload. During the 35th Kenya Secondary School Heads
Association (KSSHA) national conference, the shortage of teachers in public schools was
declared a national disaster. The KSSHA national chairman put the current shortfall at 66,000
teachers (The Nation, 22nd June, 2010). Kenya is a developing country in which enrolment at
secondary level has been considerably been expanding since the introduction of Free Primary
Education in 2003 and now Subsidized Secondary Education since 2008 (Ayodo, 2009). This
has created a strain on the teacher student ratio.

2.4 Students’ Indiscipline

Discipline plays an essential role in the moral development of a child and in creation of a
healthy society. Okumbe, (1999) indicates that in order to successfully achieve the objectives
of a school, all members of the educational organization are required to strictly adhere to the
various behaviour patterns necessary for maximum performance. According to Afolabi
(1998), discipline is 'the readiness or willingness of an individual to demonstrate decent and
decorous conduct, respect for authority, high sense of responsibility, love for orderliness,
eagerness to discharge duties with promptitude and efficiency'.

Learning institutions in Kenya have been plagued with cases of students’ unrest and
indiscipline. Students’ unrest and indiscipline undermine the quality of education. As a result
11
of students’ unrest and indiscipline, there has been destruction of property and even lives
have been lost. The issue of indiscipline can lead to poor academic performance of students
in the school, which can ultimately affect the career of such students. Indiscipline can further
promote dropout in school or repetition of a class which sometimes terminates the student's
educational career.

Curbing indiscipline in educational institutions calls for concerted efforts of the education
stakeholders. In this regard, schools' administrators should be alive to their responsibilities,
live above board, lead by example, communicate with students regularly and attend to
students' problems promptly. Parents should also give proper moral training to their children
at the home setting, particularly at tender age.

2.4.1 Indiscipline in Kenyan Secondary Schools

Over the last decade, the standards of discipline are fast deteriorating in the school
environment. Schools are just not what they used to be anymore as very few schools are able
to maintain the same standards of behaviour. May be the teachers' do not have that same
confidence and commanding personality as they used to, or maybe work pressures have
increased to such a degree that all the teachers can think of is completing the curriculum on
schedule. Quite obviously, most of them seem to lack the dedication to go beyond the call of
duty and the syllabus and contribute to the all-round development of the child.

The government has responded to the unrest in schools in various ways. Concerned
stakeholders have aired their views regarding possible causes and also prescribed a number of
solutions to the problem. The government has set up committees and commissions to
investigate the causes of the problem of unrest in schools and various recommendations have
been made. For example, the Sagini Report (Government of Kenya, 1991) on unrest and
indiscipline in Secondary Schools notes that the problem has not been restricted to Public
Secondary Schools but that the Public universities have also experienced their fair share of
student unrest and indiscipline. (Shitanda Report, Government of Kenya, 2000) and Wangai
Report of Republic of Kenya, 2001). As an example, the year 2008 saw a lot of unrest in
Public Secondary Schools. There was an outcry from the Public regarding this perennial
problem. The government responded by setting up yet another committee. There is reason for
concern regarding this problem, given the fact that it has persisted for the last 100 years and
is growing in frequency and gravity of damage and long-term repercussions on all parties
involved (http://www.breakingnewskenya.com).

12
Reports on the problem of indiscipline and unrests in schools have been a common feature in
the media for a long time. Muchemi (The Nation 2001, May 21) gave a chronological
account of protests and destruction in public schools. According to Muchemi, the issue of
unrests and indiscipline in schools is of great concern. It has become a worrying trend in that
it has evolved from simple protests to the destruction of property and burning of prefects. The
upshot was that student disturbance was negatively affecting academic performance. The
report prepared by the Provincial Education Board (Central Province) indicated that
indiscipline was rampant, not only in Central province but in the whole country.

The problem of indiscipline in schools is not unique to Kenya. It is a global issue of great
concern, spanning political, economic, geographical, racial and even gender boundaries.
There is a growing concern regarding indiscipline in schools within the United Arab Emirates
where teaching methods were blamed for the children’s indiscipline. The parents were getting
anxious and frustrated as they complained of the rising incidents of indiscipline and violence
in schools. The concern was not only on the risk of destruction of property and injury to
persons but also the poor academic performance associated with the growing trend of
indiscipline.

2.4.2 Drug abuse

Substance abuse has become a major challenge in Secondary Schools in Kenya. A study
carried out in Kenya observed that 20% of adolescents aged between 12 and 22 years smoke
cigarettes, 9% smoke bhang while 23% drink commercial beer and spirits. This is the age in
which most youths are in schools an. A number of authors and researchers have shown that
there are many contributing factors to drug abuse among students. Rice (1981), states that in
a Schools setting, drug abuse affects the children of the rich as well as those from poor
families. Shoemaker (1984:56) argues that drug abuse is caused by a combination of
environmental, biological, and psychological factors. The environmental factors include the
family, peer association, school performance and social class membership.

The school environment plays a part in deviant behaviour including drug abuse. These
activities include poor school performance and conflict between the Schools system and the
values of lower class youth. Shoemaker (1984) says that effects of low academic expectations
leading to drug abuse cannot be ignored. He asserts that low performance in class may lead to
misuse of drugs such as marijuana, which is believed to improve understanding and insight.
This misconception is based on the belief that people who use or abuse substances will
become bold, confident or courageous.
13
2.4.3 Absenteeism

Regular school attendance is an important factor in school success (Rothman, 2001).

Research has shown a direct correlation between good attendance and student achievement.
Poor attendance has been linked to poor academic achievement (Ziegler, 1972).
Educators are faced with a significant challenge to reduce the rate of absenteeism to increase
students’ achievement in school. Students who are absent from school receive fewer hours of
instruction and this in turn affects the academic performance.

Research is increasingly showing that attendance at all ages is incredibly important and is
directly correlated to student success and graduation rates.

2.5 School management style

There are factors that lead to success of a school and at the same time brings about the
success of a student’s academic achievement. According to Ayot and Briggs (1992) , there is
positive relationship between leadership and student academic achievement. The general
public has time and again expressed concern over factors that influence student performance
in examinations. The most outstanding factor has to do with the organizational management
of schools. For instance, utter (1979) notes that to improve students’ performance, Principals
are required first to improve the management of the schools.

Lack of vision in the management of schools often leads to imbalance in the allocation and
use of resources. This is why Ayot and Briggs (1992) point out that, poor results in education
are related to the resources allocated to it. If this parameter is not recognized, it becomes very
difficult to understand why a school continues to perform poorly in national examinations.
For example in schools where parents are doing their best in providing school facilities, such
as science equipment, textbooks and physical structures, the blame for poor performance is
shifted to teachers. Schools can make a difference to students‘ achievement and Principals’
leadership is one of the factors which contribute to success or failure. Other school factors
that the Principal ought to address due to their influence on students’ behaviour and
scholastic achievement include: Amount of teaching and degree of academic emphasis, the
extent and nature of ability groupings, teacher expectation, styles of teaching and classroom
management, size of the school, patterns of discipline and characteristics of school climate
(Rutter, 1979). Principals in effective schools therefore involve themselves in improving
instruction and training and are responsible for day-to-day assignment of duties and
supervision of the teachers (Republic of Kenya, 1988). Teachers are normally required to

14
follow the directions given by the Principal of which they are liable for disciplinary action in
case of defiance. According to Sushila (2004), the Principal is the leader in a school, the pivot
around which many aspects of the school revolve, and the person in charge of every detail of
the running of the school, be it academic or administrative. The Principal should be involved
in making most of the decisions of the school. It is therefore important that the Principal is a
leader, a thinker and a decision maker. A discreet Principal will employ teamwork as a
working strategy. He will set up committees and smaller groups of members of staff to
investigate ideas or strategies. It therefore means that the Principal should be a good team
player. Study has shown that in Kenya, there are no set criteria enumerating the skills a
person should possess to qualify for appointment as a Principal (Eshiwani, 1993; Okumbe
1999; Mutai, 2003). This creates a leadership gap in public secondary schools since without
basic managerial training, the Principals are less likely to be knowledgeable in elementary
management practices and cannot readily grasp the provisions of the Education Act. In the
Kenyan context, a number of researches have conducted research on Principals training needs
and made various recommendations. For example, Okumbe (1999) recommended that for
purposes of effectiveness of school teachers, school managers, and curriculum implementers,
an effective in-service training should be provided to them. Management styles have been
shown to influence group and organizational effectiveness (Lowe, Kroeck , Sivasubramanian
(1996). There is also a close relationship between management style and human resource
management practices such as promotion, information sharing, comprehensive training,
performance compensation and equitable reward (Laka-Mathebula, 2004). However, there
are rare studies related to the relationship between management style and academic
performance in schools.

2.6 School leadership and academic performance

In the early and mid 1980s, academic research on school leadership focused primarily on the
individual role of the school head. The belief that leadership matters when it comes to
academic performance is generally accepted within educational leadership studies (Hallinger
and Heck, 1998;Spillane 2004; Wahlstrom and Louis, 2008), yet some scholars have
questioned the validity of this claim (Witziers, Bosker, and Krüger, 2003). Those that hold
this divergent position have argued that there is no sufficient proof that school leadership
really matters. Some empirical studies, especially in the Netherlands, have reported finding
no significant influence of school leadership on students’ academic performance (Hallinger
and Heck, 1998). Despite general agreement in school leadership studies that leadership
matters in improving academic performance in schools, less is known about how school
15
leadership is enacted to develop and sustain in-school conditions that foster innovation and
successful schooling (Spillane, Halverson, and Diamond, 2004). Further, some scholars have
questioned whether school leadership matters contending that there is insufficient evidence to
support its relationship with performance (Witziers, Bosker, and Krüger, 2003).

A number of researchers in other countries have addressed the relationship between school
leadership and student achievement (Hallinger and Heck, 1998) but relatively little such work
has been done in Kenya. The few school leadership studies there have focused on the
administrative role of school Principals (for example Ngware, Wamukuru, and Odebero,
2006).
Today's Principal is the facilitator of staff and student learning—the leader of a learning
community (Blase and Blase, 1998).Teachers teach and work in schools that are usually
administered by managers, often known as Principals. The conditions of teachers ‘working
life are influenced by the administration and leadership provided by Principals, and it is
widely assumed that school leadership directly influences the effectiveness of teachers and
the achievement outcomes of students. There are three types of leadership that Principals can
use in schools which are: transformational leadership which focuses on Helping staff develop
and maintain a collaborative, professional school culture, teacher development and helping
teachers solve problems more effectively. The other type of leadership is Facilitative
Leadership which focuses on the behaviours that enhance the collective ability of a school to
adapt, solve problems, and improve performance. The key word is collective; the facilitative
leader's role is to foster the involvement of employees at all levels. The third type of
leadership is Visionary Leadership where Principals ensure that schools are deeply committed
to shared vision, and the Principals remain the key players, both before and after the school
adopt a new direction. A common denominator in Kenyan education studies (including the
SMASSE project) is that none takes into account the role of school leadership in changing
teachers’ instructional practices and schools’ performance. Incongruously, some of the
studies have identified school management and administration to be some of the causes of
poor academic performance (Sifuna and Kaime, 2007). By overlooking the influence of
school leadership, the Kenyan studies have left out a potentially critical factor in successfully
changing teachers’ instructional practices and consequently improving student academic
performance.

16
2.7 Strategies to improve KCSE performance

Societies all over the world have used education as an instrument for the achievement of their
national interests and objectives. Education is an instrument par excellence for effecting
national development. It fosters the worth and development of the individual, for the
individual’s sake and for the general development of the society (National Policy on
Education, 2004). All these call for functional education for the promotion of a progressive
and united country. Therefore, school programs need to be relevant, practical and
comprehensive, while interest and ability should determine the individual’s direction in
education. It is only when these two factors come together that we can achieve the National
Education Objectives. Many education systems have investigated ways to improve student
academic achievement in schools. The U.S. Department of Education states that effective
schools have high standards, intensive parent involvement and a willingness to experiment
with a variety of strategies to improve education. Several options provide ways to help
student achievement within the Schools system.

2.7.1 Parent involvement

Parent involvement in a child's education is consistently found to be positively associated

with a child's academic performance. However, there has been little investigation of the
mechanisms that explain this association. Parental education and family social economic
status level have positive correlations with the student’s quality of achievement (Jeynes,
2002; Parelius, D., and Parelius, A., 1987; ). The students with high level of SES perform
better than the middle class students and the middle class students perform better than the
students with low level of SES (Garzon, (2006) and Kirkup, (2008).

The achievement of students is negatively correlated with the low SES level of parents
because it hinders the individual in gaining access to sources and resources of learning
( Eamon, 2005; Lopez, 1995). Low SES level strongly affects the achievement of students,
dragging them down to a lower level (Sander, 2001). This effect is most visible at the post-
secondary level. It is also observed that the economically disadvantaged parents are less able
to afford the cost of education of their children at higher levels and consequently do not work
at their fullest potential.

2.7.2 Motivation

When a student is motivated, he or she is inspired to pursue greater academic goals.

Underlying motivations can include grades, entrance to college, social acceptance or parental
17
approval. Motivation of students is very important for better output in the academic pursuit.
Student’s motivation has high positive correlation in their academic performance.
Attitudes toward school and learning involve students’ opinions of the classroom
environment and self-efficacy in learning (Entwistle,1968).Several researchers have
suggested that only motivation directly influence academic achievement; all other factors
affect achievement only through their effect on motivation (Tucker, Zayco, and Herman,
(2002). However, it is not as easy to understand what motivates students. Numerous studies
have been conducted on this topic, which has led to the development of several theories of
motivation. Aside from goals, many other factors contribute to students’ motivation. Self-
Determination Theory states that students need to feel a sense of competence, a sense of
relatedness to others, and a sense of autonomy (Anderman and Midgley, 1997).
Positive engagement may help students achieve in school. Interactive lessons that foster
engagement in the classes will help students become motivated, according to education.com.
If students feel that their academic success helps a team, this provides an incentive to do well
in school. Fostering an environment that encourages students supporting one another may
help improve overall student achievement.( Awanbor, 2005). Because of poor motivation due
to inadequate remuneration, poor teaching environment as a result of lack of basic teaching
materials, listless and unmotivated learners in the classroom, among others, the teachers have
become the endangered species in their own profession. They no longer teach and the
students in turn no longer learn. He suggested that students should be academically motivated
as this will go a long way to solving most of the problems faced in the education system and
also increase student’s academic performance. He further remarked that motivating students
will help them to be more responsible and have more interest in studies. He also holds that
motivation of students will reduce, if not completely eliminate, high school dropout rates, low
enrolment rates, and truancy. In the view of Renchler (1992), every educator needs to be
concerned about motivation. Students need motivation to learn, parents need it to track the
educational progress of their sons and daughters, teachers need it to become better teachers
and school administrators need it to ensure that every facet of the schools they manage
continues to improve. The Longitudinal Research on the National Certificate of Educational
Achievement and Student Motivation and Achievement made several findings related to
achievement and motivation. How a student perceives his teacher significantly affects his
motivation to perform well in school.

18
2.7.3 Empowering teachers

When educators work collaboratively to seek, share, and act on their learning, they develop a
community of practice. In the schools, this includes providing ongoing, job-embedded
professional development, training, and support for educators to improve their practices and
help increase student achievement. It should also include teachers attending teaching
improvement workshops in their various subjects, encourage peer coaching, mentoring and
consultations. Establishing common planning times for collaborative development of
curriculum, instruction, assessment, and data analysis is a primary task in fostering
communities of practice. Principals have a positive effect on professional development when
they offer a vision of learning, support collaborative change, and discuss professional
research with their teachers. Teachers who work in a stimulating and supportive environment
can reach higher stages of professional development. Principals should frequently work with
teachers to improve weaknesses and address pedagogical problems, and also to solve
problems with teachers when there are challenges to learning in a particular classroom. Also,
they often inform teachers about possibilities to update their curricular knowledge and
instructional skills. 2.5 In-service training for teachers and its influence on students’
academic performance
Teachers have a tremendous impact on students’ academic achievement, and they vary
greatly in their effectiveness. There is evidence that governmental and non-governmental
organizations all over the world are groping for solutions to ineffective teaching. For
example, the U.S. government is hoping to solve the problem by identifying ineffective
teachers for assessment, assistance, and support, and then dismissing them if they do not
improve. However, research shows that it is difficult to accurately identify ineffective
teachers, that teachers are rarely dismissed from employment for ineffective teaching and that
dismissal of ineffective teachers as a means of improving students’ academic performance
has received least attention and mixed reactions. Teacher unions in particular are against
dismissal of ineffective teachers because they believe that poor academic performance among
students is a complex problem that cannot be attributed to ineffective teaching only. They
also argue that there are no proper measures in place to identify ineffective teachers.
In-service teacher training enhances the performance of a teacher. A teacher feels enrichment
with new addition of ideas, concepts and activates. In-service Training improves the overall
personality of a teacher and enables them to respect diverse personalities. In-service training
(INSET) improves the aspects of overall performance of a teacher. It is necessary for a
teacher to update his or her profession. Sharif (1960) has discussed it in the following words;

19
In--service education and training of teachers (INSET) has become a compulsory feature for
every teacher who wants to keep himself well performed, competent, and distinguished
among his peers. Emphasis is being laid on the need of continuous in-service training and
education of the teacher. There are three main reasons or purposes for a continuous
improvement of the total professional staff. The first reason is that all teachers and
administrators must constantly study in order to keep up with advances in subject matter and
in the theory and practice of teaching. Continuous education is needed to keep the profession
abreast of new knowledge and to release creative abilities. The second reason is to give the
much-needed help to teachers who are new in a particular school, to those who are entering a
new responsibility or a new field of work within the profession. The third reason for in-
service education is to eliminate deficiencies in the background preparation of teachers and
other professional workers in education.

2.7.4 Team Building

Developing the right team is critical to a school's fortunes. This applies not just to the senior
leadership team but to every single unit within the school. For many Principals team-building
is all about getting relationships right and is a crucial first step to achieving their overall
vision and ambitions for their schools. It's not just a matter of appointing the right staff to the
right jobs. It is about developing good relations between the leadership, staff, pupils, parents
and wider community. This process is tied with the values the Principal wants to instill.
Studies show that Principals in the high performing schools encourage teamwork in schools
by having a get together to celebrate and review any achievement, ensuring regular staff
meetings, constant briefings, consultation, appreciating each others’ contribution and
participation in decision making. They also promote peer teaching and mentoring.

2.7.5 Guidance and counseling.

Guidance and Counseling was introduced formally in Kenya in 1967 under the Ministry of
Education (Nasibi, 2003). In Kenya, Guidance and Counseling has been the concern of some
of the education commissions. In 1976 for instance, the Gachathi Report recommended that
the ministry of education expand its services to include guidance and counseling services.
The Kamunge Report (1988) further recommended that schools should establish guidance
and counseling services with senior teachers being responsible for them (Republic of Kenya,
1988, p. 34). However, a study by Kiprop (2004) on the challenges faced by teachers and
Principals in maintaining student discipline in the post-caning era in Kenya revealed that
teachers and Principals experienced problems in the implementation of these alternative
20
approaches to discipline. The study by Kiprop (2004) established that teachers lacked the
necessary skills to implement guidance and counseling programmes. Teachers felt that the
Ministry’s emphasis on guidance and counseling failed to take into account the fact that many
schools were staffed by ill-prepared teachers and also lacked necessary resources like books
and office. It was also found out that guidance and counseling as a method of disciplining
learners is not comprehensive. The reason given was that teachers were not willing to subject
students to guidance and counseling because of its demand in terms of time and besides this,
it does not produce instant results since it requires patience. Given the volatile situation in
Kenyan secondary schools today as manifested in the spirit of violence, there is need for the
MOEST to strengthen Guidance and Counseling both at the ministry and school level by
providing teacher counselors to every public school, facilitate their training and provide the
necessary resources to enable them perform their duties effectively. It is imperative that all
teachers have some basic skills in guidance and counseling services so that they can manage
learners effectively.

2.8 Government Policies in Education

Policy is a government statement of interest to carry out an activity. National policies are
indeed the road maps of practices in education in any country. However, the degree to which
they succeed will depend on certain variables; environment, resources, political, economic
capacity and the implementation process. Kenyan education has been guided by policy
guidelines since independence. Policy documents have been in the form of commissions,
presidential working parties, committees and development plans to guide education practice
(Oduol, 2006).

In Kenya, since independence, education was always predominantly a government

responsibility which provided most resources required as per policy. However, over the years
resources have dwindled and the needs have been exponential. The challenge has been the
growth in public schools to keep up with population increase but the resources have not
improved significantly. Government response had been to create and introduce policy
measures such as cost sharing so that education could still be provided albeit with many
challenges for poorer families.

Growth in both primary and secondary schools has stretched the government's capacity to
provide education services. Resource provisions have entailed teachers, school buildings and
checking of school fees and levies to manageable levels. The cost sharing policy relieved the
government but pressure persists because demand for teachers continues due to increase in
student enrolment, while checked by natural teacher attrition. The Free Primary Education
21
(FPE) is a case in point that was implemented by the current government when it came to
power in 2003. In Kenya, education has served several functions, among which are; to unify
the country and create nationhood (single curriculum, single instructional language); provide
basic skills and basic education; to create purpose and determination among citizens and to be
developmental and incremental (provide equity, access, efficiency and gender parity).
Education practices are affected by policy guidelines. Perhaps the biggest challenge here is
the lack of connection between desired education practices as espoused in policy and the
actual education practices on the ground. Disconnect between the two dichotomies, brings
into fore the state of skills that the schools are supposed to engender. The latest and most
dramatic public policy is the Free Primary Education (FPE), which came at the time when
education in Kenya had become too expensive for ordinary citizens. In particular, both
primary and secondary schools regardless of being private or public were beset by ever-rising
school fees. The 2003 FPE initiative brought relief but it has had challenges. Initially, the
initiative brought back to school many students that had either dropped out of school or never
started school because of high fee levies.

2.9 School Environment

School is the primary setting where individual first encounter the world of work. Schools are
vital forces in children’s development affecting their motivation to learn the modes of
remembering, reasoning , problem solving, social and moral understanding. Previous research
suggests that student achievement is associated with a number of school characteristics. The
five most commonly mentioned characteristics are an emphasis on teaching basic skills, high
expectations for student achievement, frequent evaluation of student progress, a safe and
orderly school climate, and educational leadership. Collaborative leadership between teachers
and administrators also positively influences student achievement (Wang, Haertel, &
Walberg, (1997). They also noted that it is important that both the school and classroom
environments be learner-centered. Teachers need to be aware of students’ cultural and
learning differences and how these differences affect their ability to perform in the classroom.
In addition, they suggested that, “…attention must be given to what is taught (information,
subject matter), why it is taught (understanding), and what competence or mastery looks
like”.

A good school environment has been found to predict not only superior academic
achievement but also positive self-esteem. Schools play an important role in raising the

22
academic aptitude of a child by providing a stimulating, motivating and encouraging
environment which indirectly results in to good and higher academic achievement.
School environment and academic achievement are interrelated and dependent of each other.
Schools can be structured in many different ways and are important containers of significant
factors of student’s achievement beyond the styles of individual teacher, the curriculum, and
the properties of individual teacher student relationship. A stimulating educational
environment responsive to the needs of the individual can result in positive, motivational
consequence.

2.10 Theoretical framework

The study was based on two theories; the theory of Education Production Function and
Continuous Improvement theory by Edward Deming. Education production function theory
states that educational outcomes are a function of various inputs that are employed in the
education process. A simple production model lies behind much of the analysis in the
economics of education. The common inputs are things like school resources, teacher quality,
and family attributes, and the outcome is student achievement. Historically, the most
frequently employed measure of schooling has been attainment, or simply years of schooling
completed. The value of school attainment as a rough measure of individual skill has been
verified by a wide variety of studies of labour market outcomes (e.g., Mincer, (1970). Family
background is usually characterized by such socio-demographic characteristics as parental
education, income, and family size. Peer inputs, when included, are typically aggregates of
student socio-demographic characteristics or achievement for a school or classroom. School
inputs typically include teacher background (education level, experience, sex, race, and so
forth), school organization (class sizes, facilities, administrative expenditures, and so forth),
and district or community factors (for example, average expenditure levels). The theory of
Continuous Improvement by Edward Deming provides clear guidelines for successful
organizational transformation and effective change management in his 14 strategies to
support continuous improvement in an organizational setting.

2.11 Conceptual Framework

In this conceptual frame work in Figure 1, there are four independent variables selected for
this study namely; Teacher-Student ratio, indiscipline, school management style and
strategies for improving KCSE performance. In the conceptual framework there is also one

23
moderating and one intervening variable which have a significant contributory or contingent
effect on the relationship between dependent and independent variable.

Independent Variables

Teacher-Student ratio Moderating Variable

 Number of teachers
 Number of students
Education policies
Indiscipline
 Drug abuse
 Absenteeism
 Students unrest
Dependent Variable
School management style
 Strategic plan
 BOG meetings
 PTA meetings
Students performance

 Parents attendance in meetings

in K.C.S.E

 Financial support by stakeholders

Management strategies for

 Parent involvement in teaching

improving KCSE performance

 Motivation
learning process

 Empowering teachers
 Team Building
 Guidance and counseling
 Minimum KCPE marks for
School environment

 Benchmarking
admission

 Teaching and learning materials

 Syllabus coverage
Intervening variable

 Time management

Figure 1. Conceptual Framework on factors influencing performance of students in

KCSE and management strategies for improving KCSE performance in public
secondary schools in Nakuru District.

24
2.12 Knowledge gaps

From the above literature, it is evident that various studies have been carried out which have
sought to highlight factors that influence academic performance in Secondary Schools in
Kenya. Most of these studies have however focused on the contributing factors to academic
performance in all Secondary Schools and none have specifically looked into the Public
Secondary Schools in Nakuru District. Despite Nakuru District having the oldest and well
equipped schools and a well trained teaching workforce; it continues to perform dismally in
KCSE. This was the basis of this study which attempted to specifically look into the
assessment of teacher-student ratio and its influence on the students’ performance in KCSE
in Public Secondary Schools in Nakuru District, to establish the influence of indiscipline on
students’ KCSE performance in Public Secondary Schools in Nakuru District, to examine
the schools management style and its influence on KCSE performance of students in Public
Secondary Schools in Nakuru District and to assess strategies used to improve performance
in KCSE in Nakuru District

25
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction
This chapter gives the description of the procedures used in carrying out the study. It focuses
on the research design, target population, sampling procedures and sample size, data
collection instruments and procedures, data analysis techniques, ethical considerations and
operational definition of variables.

3.2 Research design

A research design, according to Kothari (2003), constitutes the blueprint for the collection,
measurement and analysis of data. Orodho, (2003) defines it as the scheme, outline or plan
that is used to generate answers to research problems.

The study used descriptive survey design which sought to deduce the factors influencing
Kenya Certificate Of Secondary Education performance of students in Public Secondary
Schools in Nakuru District and assessing strategies which can be used to improve the KCSE
performance. Kothari, (2003) describes descriptive survey design as a method used to collect
detailed description of existing phenomena with the view of employing data to justify current
conditions and practices or to make more intelligent plans for improving them. This design
was be the most appropriate in meeting the requirements of the research questions and
objectives. The research adopted the use of well structured questionnaires.

3.3 Target Population

The study targeted Public Secondary Schools in Nakuru District. The District has a total of
twenty four Public Secondary Schools. The study targeted the Principals, Education Officers,
Parents Teachers Association Class Representatives, Teachers and Form three and Form four
students in the selected schools who were used in the data collection. The total target
population was 4,000 students, 48 Class Teachers and 76 Administrators.

3.4 Sample Procedure and sample size

The study used twelve Public Secondary Schools from the twenty four Public Secondary
schools in Nakuru District. The schools were selected using stratified random sampling and
were categorized into Public day Secondary Schools, Public Girls Boarding Secondary

26
Schools and a Public Boys Boarding Secondary School. This was done to ensure that the
study captured data from schools in different learning environments and settings and
therefore make generalized conclusions on its findings.

Data was collected from a population of 4000 form three and form four students in all the
twenty four Public Secondary Schools in Nakuru District. Yamane (1967) provides a
simplified formula to calculate sample sizes. This formula was used to calculate the sample
size. A 93% confidence level and P = 0.07 was used in the study as shown below.

n = N
1+N (e)2
Where n is the sample size,
N is the population size,

e is the level of precision.

The calculated sample size of one hundred and ninety four students was used in the study.
The sample for study included one hundred and ninety four students, twelve Public
Secondary School Principals, thirty six teachers, two Education Officers twelve PTA Class
Representatives and one hundred and ninety four students. Therefore the total sample size
was two hundred and fifty six respondents.

Simple random sampling technique was used to select the candidates from the strata who
formed the respondents of study as shown in Table 3.1. The Principals and teachers were
selected using purposive sampling technique.

27
Table 3.1: Sampling Frame

Sample category Target Sample Size

population
Schools
Public Day Secondary School 21 9
Public Girls Boarding Secondary School 2 2
Public Boys Boarding Secondary School 1 1
Respondents
Principals 12 12
Deputy Principals 12 12
Class Teachers 24 12
Guidance and Counseling Teachers 12 12
PTA Class Representatives 24 12
Education Officers 2 2
Students 4000 194
Total 256

Source: Nakuru District Education Office, 2013

3.5 Research Instruments

The researcher used both primary and secondary sources of data. Self-administered
questionnaires were used to collect the data. Questionnaires were used because they provided
high degree of data standardization and adoption of generalized information amongst the
population. Secondary data was obtained from past published materials, review of documents
from schools and records from the DEO’s office.

3.5.1 Pilot testing of the instrument

The study used five Public Secondary Schools outside Nakuru District for pilot testing the
questionnaires used. This helped in testing whether the questionnaires were relevant and
dependable. It also helped in reconstructing the questions by eliminating any ambiguous
items and improving them for easy interpretation and understanding by the respondents.

28
3.6 Data collection Procedures

A permission letter was obtained from The University of Nairobi and The National Council
of Science and Technology. An informed consent was then sought from the Principals of the
twelve Secondary Schools selected for study. The researcher distributed the research
questionnaires to the respondents and explained to them the purpose of carrying out the
research. The researcher also gave clarifications on the questions which were not well
understood by the respondents. This was done to ensure high return rates and relevant
response to questions in the questionnaires. A drop and pick method was used during
administration of the questionnaires.

3.7 Validity and Reliability of research instruments

This subsection describes how the study achieved quality by observing validity and reliability
of the questionnaires.

3.7.1 Validity of research instruments

Wainer and Braun (1998), describe validity as “construct validity”. ‘The construct’ is the
initial concept, idea, question or hypothesis that determines which data is to be gathered and
how it is to be gathered. Validity determines whether the research actually measures that
which it was intended to measure. An instrument can be validated by providing that its items
or questions are representatives of the skills or characteristics that it is intended to measure
(Mutahi 2000). The researcher used construct validity by discussing the content of the
questionnaires with other colleagues and consultation with the supervisor. The questionnaires
were subjected to a pilot test and then subjected to an expertise opinion on their validity.

3.7.2 Reliability of research instruments

Reliability is a measure of the degree to which a research method yields consistent results or
data after repeated trials (Mugenda and Mugenda, 2003). Joppe, (2000) defines reliability as;
The extent to which results are consistent over time and accurate representation of the total
population under study and if the results of a study can be reproduced under a similar
methodology, then the research instrument is considered to be reliable. Charles (1995)
adheres to the notions that consistency with which questionnaire test items are answered or
individuals scores remain relatively the same can be determined through the test-re-test
method at two different times. This definition applies where there are no confounding factors
during the intervening time interval. A high degree of stability indicates a high degree of
reliability of an instrument. The questionnaire instrument was pilot tested in five Public
29
Secondary Schools outside Nakuru District which was later used to modify and improve the
questionnaire hence enhancing reliability, accuracy and consistence of the instrument and the
test score. Reliability of instruments was tested using the split half method. The test scores
were divided into two parts comprising of even and odd numbers and the two equivalent
forms correlated with each other using the Spearman Brown prophecy formula. A reliability
coefficient of 0.8 was obtained and was regarded as reliable according to Charles, (1995)

3.8 Data analysis Techniques

Data analysis involved the use of both qualitative and quantitative techniques. The data
obtained was organized, checked for completeness, coded and analyzed using Statistical
Package for Social Sciences. The researcher made use of means and percentages to report on
proportions as well as correlations to determine the degree of association between variables
under study. This was derived from the responses obtained from the questionnaires. The
percentages of responses for each category of respondents were calculated. The findings were
used to make conclusions and recommendations.

3.9 Ethical Considerations

The researcher ensured that the consent to carry out the research was obtained from the
District Education Office in Nakuru District. The researcher further sought the informed
consent of the Principals of the selected Public Secondary Schools to carry out the research.
The purpose and significance of carrying out the study were explained to the Principals and
the respondents by the researcher. The respondents were assured of confidentiality of the
information provided in the questionnaire.

3.10 Operational Definition of Variables

The operational definition of variables is given as shown in the Table 3.2

30
 Table 3.2: Operational Definition of Variables

Objective Variables Indicators Measurement Tools of

scale analysis

To find out teacher-student  Teacher-Student ratio 

Independent


Number of students Ratio Means
ratio and its influence on Number of teachers percentages
performance of students in
KCSE in Public Secondary

To establish the influence  Students Indiscipline 

Schools in Nakuru District.
Number of students Interval Means
of indiscipline on students’ suspended under percentages


performance in Public Drug abuse
Secondary Schools in Number of students
Nakuru District.

absent in a term
Number of students
suspected to be
truant.

To examine the schools  Management styles  Number of BOG Ratio Means

 Number of PTA
management styles and its meetings per term percentages
influence on KCSE

 Number of trained
performance of students in meetings per term
public Secondary Schools
in Nakuru District. BOG members in
project

To assess the strategies  Parent involvement in  Number of parents Ratio

management.
Means
used to improve KCSE the teaching learning paying fees Percentages

 Motivation  Number of parents

performance in Nakuru process promptly.
District.
 Empowering teachers
 Team building  Number
attending meetings

 Guidance
of
and motivated teachers

 KCPE entry marks  Minimum

counseling. and students.
KCPE

 Teaching
for form one students. marks for school
learning admissions

 Syllabus coverage
materials.

 Time management

 KCSE performance  Schools’ KCSE mean Ratio

Dependent
Means
grade. percentages

31
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction

This chapter contains data analysis, presentation and interpretation. The study assessed
factors which influence performance of students in KCSE and improvement strategies in
Public Secondary Schools in Nakuru District, Kenya. The chapter is subdivided into the
following sub-sections; questionnaires return rate, background information regarding
respondents, teacher-student ratio, indiscipline, management factors and strategies to improve
student academic performance.

4.2 Questionnaire return rate

A total of 256 questionnaires were administered. The questionnaire return rate is given in
Table 4.1.

Table 4.1 Questionnaire return rate

Response Number of respondents Percentage

Expected responses 256 100
Received responses 232 91
Un-received 24 9

The return questionnaire return rate was 91 %. This rate was adequate to represent the target
population.

4.3 Background of the respondents

In this section, the respondents’ gender, age, level of study, and level of education are
discussed.

4.3.1 Distribution of respondents by gender

The researcher sought to establish the gender of respondents who participated in the study. In
order to accomplish this, a cross-tabulation of gender and designation was carried out. The
findings of this process are shown in Table 4.2.

32
Table 4.2 Distribution of respondents by gender
Designation Male Female Total
Frequency Percentage Frequency Percentage Frequency Percentage
Students 67 64 97 78 164 71
Teachers 25 24 15 12 40 17
Principals 7 6 5 4 12 5
Education 2 2 0 0 2 2
Officers
PTA class 5 5 7 6 12 5
representatives
Total 104 100 126 100 232 100

The findings revealed that 71% of total respondents were students, 17% were teachers, 5%
were Principals, 5% were PTA class representatives, while 2% were Education Officers.
Among the male respondents, 64% were students, 24% were teachers, 5% were Principals,
5% were PTA class representatives, while the remaining 2% were Education Officers. For
female respondents, 75% were students, 11% were teachers, 6% were Principals, 6% were
PTA class representatives while 4% were Education Officers. These findings mean that there
are more female students than males in the schools targeted; there were more male teachers
than female; there were more male Principals than females and there were more female PTA
class representatives than males.

4.3.2 Respondents’ Age

The researcher sought to determine the age of respondents. There were two distinct categories
of respondents, that is, students and the other four groups of respondents. Different ranges
were used to capture their age. The findings are captured in Tables 4.3 and 4.4.

Table 4.3 Students’ age

Age in years Frequency Percentage

15-17 84 52
18-19 70 42
20 and above 10 6
Total 164 100

33
The findings revealed that 52% of the respondents were aged between 15-17 years, 42% were
aged between 18-19 years while the remaining 6% were aged 20 years and above. This means
that majority of the students in schools targeted were aged between 15-17 years.

Table 4.4 Age of teachers, Principals, Education Officers and PTA class representatives
Age in years Frequency Percentage
21-30 9 13
31-40 23 34
Above 40 36 53
Total 68 100

The findings revealed that 53% of the respondents were above 40 years of age; 34% were
aged between 31-40 years; while the remaining 9% were aged between 21-30 years. This
implies that majority of respondents in this category were above 40 years of age.

4.3.3 Respondents level of study

The study sought to establish the class in which students were in the targeted school, that is,
whether in form three or four. The findings are captured in Table 4.5.

Table 4.5 Respondents level of study

Class Frequency Percentage

Form III 85 52
Form IV 79 48
Total 164 100
The findings revealed that 52% of respondents were in form three class while the remaining
48% were in form four. This implies that there is an appropriate balancing of the number of
students in either category.

4.3.4 Respondents’ academic qualification

The study sought to determine academic qualification of teachers, Principals, Education
Officers and PTA class representatives that took part in the research. The findings are shown
in Table 4.5.

34
Table 4.6 Respondents’ level of education

Academic qualification Frequency Percentage

Diploma 15 22
Degree 31 46
Post-graduate 22 32
Total 68 100

The findings revealed that 46% of respondents had earned a university degree, 32% of them
had post graduate qualification while the remaining 22% had studied up to the diploma level.
These findings imply that most of the above identified stakeholders are well qualified to hold
the positions they currently do since the qualifications empower them to be effective.

4.4 Teacher-student ratio

The researcher also sought to find out the student-teacher ratio in the various target schools.
The findings are captured in Table 4.7.

Table 4.7 Teacher-student ratio

Teacher-student ratio Frequency Percentage

1:20-1:30 118 51
1:31-1:40 50 21
1:41-1:50 52 23
1:51 and above 12 6
Total 232 100

According to the findings, 51% of respondents indicated that the teacher-student ratio was
1:20-1:30, 23% indicated a ratio of 1:41-1:50, 21% indicated a ratio of 1:31-1:40 while the
remaining 6% indicated that the ratio was 1:51 and above. These results imply that most
respondents are in agreement that the teacher-student ratio is within the agreeable limits of
1:30.

4.4.1 Level of teacher adequacy

The study sought to find out the level of adequacy of the teacher student-ratio in the targeted
schools. The results are captured in Table 4.8.

35
Table 4.8 Level of teacher adequacy

Level of teacher adequacy Frequency Percentage

Very inadequate 32 14
Inadequate 83 35
Adequate 100 43
Very adequate 17 8
Total 229 100
The findings indicated that 51% of respondents felt that the teacher-student ratio was
adequate while the remaining 49% felt that the ratio was inadequate. This implies that the
targeted students, teachers, Principals, Education Officers and PTA class representatives felt
that most schools had acceptable levels of teacher-student ratio.

4.4.2 Influence of high teacher-student ratio on student performance in KCSE

The study also sought to determine the influence of high teacher-student ratio on student
performance in KCSE. The findings are captured in Table 4.9.

Table 4.9 Influence of high teacher-student ratio on student performance in KCSE

Direction of Frequency Percentage

influence
Negative 131 56
None 29 13
Positive 72 31
Total 232 100

The findings indicated that 56% of respondents felt that high teacher-student ratio impacts
negatively on student performance in KCSE, 31% indicated that the current teacher-student
ratio had positively influenced the said performance while the remaining 13% stated that the
ratio did not have any influence on performance. These findings indicate that high teacher-
student ratio has a negative influence on students’ academic performance.

4.4.3 Extent of influence of high teacher-student ratio on student performance in KCSE

The study also sought to determine the extent of influence of teacher-student ratio on student
performance in KCSE. The findings are presented in Table 4.10.

36
Table 4.10 Extent of influence of high teacher-student ratio on student performance in
KCSE

Direction of Extent of influence Total

influence Low Moderate High
Negative Frequency 11 63 56 130
Percentage 8 49 43 100
Positive
Frequency 6 34 25 65
Percentage 9 52 39 100
Total Frequency 17 97 81 195
Percentage 9 50 41 100

The findings indicated that for respondents who felt that the teacher-student ratio had
negatively impacted on student performance in KCSE, 49% stated that it was to a moderate
extent, 43% felt that it was to a high extent while the remaining 9% stated that the influence
was to a low extent. On the other hand, for respondents who felt that teacher-student ratio had
positively affected the performance, 52% stated that this happened to a moderate extent, 39%
felt that it was to a high extent while the remaining 9% stated that the extent was low. These
results show that extent of both the negative and positive influence on student performance
was significant.

4..4.4 Strategies to improve teacher-student ratio

The researcher sought to determine strategies which schools should implement in order to
improve teacher-student ratio. The findings are presented in Table 4.11.

Table 4.11 Strategies to improve teacher-student ratio

Strategy Frequency Percentage

Employing more teachers 44 65
Reducing class sizes 15 22
Curriculum revision 7 10
Increase number of classes 2 3
Total 229 100

According to the results, 65% of the respondents preferred employment of teachers as a

strategy of improving the teacher-student ratio, 22% felt that reduction of class sizes would

37
do, 10% indicated that revising the curriculum would be a more appropriate strategy while
3% felt that increasing the number of classes would be the best strategy. In light of this, the
most preferred strategy therefore to be employed would be teacher employment.

4.5 Indiscipline behaviour in schools

In this section the following items are discussed: cases of indiscipline in schools and the
frequency of their occurrence, factors contributing to indiscipline cases and the extent of their
contribution, influence of indiscipline cases on student performance in KCSE, strategies
employed in tackling identified indiscipline cases and the level of effectiveness.

4.5.1 Type of indiscipline cases reported in schools

The researcher also sought to determine the nature of indiscipline cases being reported in the
targeted schools. The findings are shown in Table 4.12.

Table 4.12 Type of indiscipline cases reported in schools

Indiscipline behaviour Frequency Percentage

Absenteeism 44 19
Drug abuse 48 20
Student strikes 8 3
Rudeness 40 18
Theft 58 25
Fighting 34 15
Total 232 100

Findings revealed that 25% of respondents indicated that theft was the most common form of
indiscipline behaviour, 20% stated that it was drug abuse, 19% felt that it was absenteeism,
18% stated that it was rudeness, 15% felt that it was fighting while the remaining 3% thought
it to be student strikes. These findings indicated that the most commonly registered form of
indiscipline in the targeted schools was theft while cases of student strikes were least
common.

4.5.2 Frequency of occurrence of indiscipline cases in schools

The researcher also sought to determine the frequency of occurrence of the identified cases of
indiscipline in schools. The findings are shown in Table 4.13
38
Table 4.13 Frequency of occurrence of indiscipline cases in schools

Indiscipline Extent of occurrence Total

case Never Rarely Sometimes Often Always
Absenteeism Frequency 2 28 60 89 46 223
Percentage 1 12 7 40 20 100
Drug abuse Frequency 4 58 96 18 5 181
Percentage 2 32 52 11 3 100
Strikes Frequency 1 15 7 0 0 23
Percentage 4 65 31 0 0 100
Rudeness Frequency 46 90 0 15 8 159
Percentage 29 57 0 9 5 100
Theft Frequency 2 20 52 90 48 212
Percentage 1 9 25 43 22 100
Fighting Frequency 4 65 33 12 4 118
Percentage 3 55 29 10 3 100

With regards to cases of absenteeism, the findings revealed that 60% of the respondents felt
that it occurred frequently, 27% stated that it occurred on occasional basis while the
remaining 13% stated that such cases were rare. These findings indicate that absenteeism is
an indiscipline issue in most schools given the rate of occurrence.
Regarding cases of drug abuse, the findings showed that 52% of respondents felt that they
occurred on occasional basis, 34% stated that they happened on rare occasions while the
remaining 14% felt that the cases were frequent. These findings imply that cases of drug
abuse in most schools were not that many.
On cases of strikes, the findings indicated that 69% of respondents stated that they rarely took
place while the remaining 31% were of the opinion that they did happen on occasional basis.
These results mean that cases of strikes in most schools were uncommon.
As far as cases of students being rude were concerned, the findings revealed that 86% of the
respondents felt that they rarely took place while the remaining 14% believed that their
occurrence was on occasional basis. This implies that cases of students being rude were few
in number.
On theft, the findings showed that 65% felt that such cases were frequently reported, 25% felt
that the cases occurred on occasional basis whereas the remaining 10% were of the mind that

39
such cases were rare. These findings indicate that cases of theft are among the frequently
reported indiscipline cases in most schools.
Finally, concerning cases of fighting, 58% of the respondents felt that they rarely occurred,
29% of them stated that such cases took place on occasional basis while the remaining 13%
reported that such cases were common. These findings imply that cases of fighting rarely
happen in schools and are reported on occasional basis.

4.5.3 Factors contributing to indiscipline cases in schools

The study also set out to determine factors contributing to indiscipline cases in schools. The
findings are shown in Table 4.14.

Table 4.14 Factors contributing to indiscipline cases in schools

Indiscipline behaviour Frequency Percentage

Peer group influence 68 29
Family background 49 22
Drugs 47 20
Maladministration 22 10
Mass media influence 46 19
Total 100

The findings revealed that 29% of respondents felt that the greatest contributor to indiscipline
behaviour in schools was peer group influence, 22% of them stated that it was due to the
student’s family background,20% thought it to be the influence of drugs,19% stated that it
was influence from the media whereas the remaining 10% cited maladministration as the
most significant contributor to student indiscipline in schools. These findings indicated that
the greatest contributor to student indiscipline in schools was influence from peers while the
least contributor was school maladministration.

4.5.4 Extent of influence of factors contributing to indiscipline cases in schools

The study also set out to establish the extent to which the identified factors contributed to
indiscipline behaviour in schools. The findings are shown in Table 4.15.

40
Table 4.15 Extent of influence of factors contributing to indiscipline cases in schools

Indiscipline drivers Extent of contribution Total

Very Low High Very high
low
Peer group influence Frequency 0 21 97 106 224
Percentage 0 10 43 47 100
Family background Frequency 4 92 52 16 164
Percentage 2 56 32 10 100
Drugs Frequency 2 56 74 26 158
Percentage 1 35 47 17 100
Maladministration Frequency 3 42 22 7 158
Percentage 3 57 30 10 100
Mass media influence Frequency 0 66 51 36 153
Percentage 0 43 33 24 100

Regarding the extent of influence of peer group on indiscipline behaviour, the findings
revealed that 90% of the respondents believed that the influence was to high extent while the
remaining 10% felt that it was to a low extent. The implication of these findings is that
influence of peer group to the overall state of indiscipline in schools is to a rather high extent.
On family background, 58% of respondents stated that the extent of its influence to overall
state of indiscipline of students was low, whereas the remaining 42% felt that the influence
was to a high extent. This implies that the contribution of this factor to overall indiscipline
behaviour in schools is low but given the closeness of the two values, it remains a significant
factor nevertheless.
With regards to drugs, the extent of its influence to overall indiscipline of students was as
follows: 64% of respondents felt that its influence was high whereas the remaining 36%
stated that its influence was to a low extent. This implies that drugs were a key contributor to
the overall state of indiscipline in schools.
On maladministration, 60% of respondents felt that its influence was to a low extent whereas
the remaining 40% stated that it was to a high extent. This means that the contribution of
maladministration to the overall state of indiscipline in schools is to low extent. Finally,
concerning the extent of influence of the mass media on overall student discipline, 57% of
respondents felt that the influence was to a high extent while the remaining 43% thought that
the influence was to a low extent. This implies that the mass media plays a negative role
when it comes to determining how students conduct themselves in schools.
41
4.5.5 Influence of indiscipline on student performance

The study in addition sought to determine the overall influence of indiscipline on student
performance in KCSE. The findings are captured in Table 4.16.

Table 4.16 Influence of indiscipline on student performance

Direction of Frequency Percentage

influence
Negative 192 82
None 18 8
Positive 22 10
Total 232 100
The findings indicate that 82%
of respondents felt that indiscipline had negatively impacted on student performance in
KCSE, 10% of them indicated that indiscipline had positively influenced student performance
while the remaining 8% stated that the factor did not have any influence on student
performance. These findings indicate that most schools had the performance of their students
negatively impacted upon by the prevailing poor state of indiscipline.

4.5.6 Extent of influence of indiscipline on student performance in KCSE

The study also sought to determine the extent to which indiscipline affects student
performance in KCSE. The findings are captured in Table 4.17.

Table 4.17 Extent of influence of indiscipline on student performance in KCSE

Direction of Extent of influence Total

influence Low Moderate High
Negative Frequency 25 50 117 192
Percentage 13 26 61 100
Positive Frequency 0 12 10 65
Percentage 0 55 45 100
Total Frequency 17 97 81 195
Percentage 9 50 41 100
The findings revealed that for respondents who felt that indiscipline had negatively impacted
on student performance in KCSE, 48% stated that it was to a moderate extent, 43% felt that it
was to a high extent, while the remaining 9% stated that the influence was to a low extent.

42
The respondents who felt that indiscipline had highly affected the performance, 52% stated
that this happened to a moderate extent, 39% felt that it was to a high extent while the
remaining 9% stated that the extent was low. These results show that the extent of both the
negative and positive influences on student performance were significant.

4.5.7Strategies employed to tackle cases of indiscipline in schools

The study furthermore sought to establish strategies employed by schools in order to arrest
cases of indiscipline among students. The findings are shown in Table 4.18.

Table 4.18 Strategies employed to tackle cases of indiscipline in schools

Indiscipline remedy Frequency Percentage

Physical punishment 61 26
Suspension 60 25
Expulsion 16 7
Payment for damages 22 10
Recovery of stolen property 19 8
Guidance and counseling 54 24
Total 232 100

According to the findings, 26% of respondents indicated that physical punishment was
employed in tackling the issue of indiscipline, 25% of them cited suspension method, 54% of
them chose guidance and counseling, 10% of respondents settled for payment for damages
made, 8% chose the recovery of stolen property approach while the remaining 7% settled for
expulsion. These findings show that the most preferred modes of addressing the issue of
student indiscipline in schools were physical punishment, suspension and guidance and
counseling. On the other hand, the least employed method to address cases of student
indiscipline was expulsion.

4.5.8 Effectiveness of strategies employed to tackle cases of indiscipline in schools

The researcher sought to establish the level of effectiveness of selected strategies used to
arrest cases of indiscipline among students. The findings are shown in Table 4.19.

43
Table 4.19 Effectiveness of strategies employed to tackle cases of indiscipline in schools

Indiscipline Level of effectiveness Total

remedy Ineffective Least Effective Most effective
effective
Physical Frequency 7 24 136 28 195
punishment Percentage 4 12 70 14 100
Suspension Frequency 6 26 105 58 195
Percentage 3 13 54 30 100
Expulsion Frequency 7 8 22 12 49
Percentage 14 16 45 25 100
Payment for Frequency 2 21 30 14 67
damages Percentage 3 31 45 21 100
Recovery of Frequency 0 18 32 11 61
stolen property Percentage 0 30 52 18 100
Guidance and Frequency 10 30 56 76 172
counseling Percentage 6 17 33 44 100

With regards to the effectiveness of physical punishment strategy, 84% of the respondents
indicated that it was very effective while the remaining 16% were of the contrary opinion. In
light of this, physical punishment was considered as the most effective way of dealing with
student indiscipline in schools.
On the effectiveness of suspension as a remedy to student indiscipline cases, 84% of
respondents who employed it felt that it was very effective while the remaining 16% felt
otherwise. From these results suspension is also another effective method of addressing cases
of student indiscipline in schools.
With regards to expulsion, 70% of respondents who had employed the method stated that it
was effective while the remaining 30% thought that the method was not effective. This
implies that the method is also suitable to address cases of student indiscipline but should
nevertheless be employed with caution given that it lead to increased number of drop-outs
and subsequent delinquents.
As far as payment for damages was concerned, 66% of respondents who had employed the
method stated that it had been effective in tackling student indiscipline, while the remaining
34% felt differently. Given this outcome, the method is also suitable in arresting indiscipline
cases in schools.

44
When it comes to recovery of stolen property, 70% of respondents who had adopted the
approach reported that it was effective in addressing indiscipline cases, while the remaining
30% felt that it was not effective. These findings indicate that recovery of stolen items was
also an effective way of dealing with indiscipline issues in schools.
Finally, concerning the effectiveness of guidance and counseling as a way of tackling student
indiscipline in schools, 77% of respondents who had employed the strategy felt that it had
played a significant role in managing cases of student indiscipline while the remaining 23%
felt that the method was not effective. Given these outcome, guidance and counseling was
accepted as one of the sure means of addressing cases of student indiscipline in schools.

4.6 School management practices

In this section the following items are discussed: level of stakeholder satisfaction with the
current state of management practices in their respective schools, influence of identified
management practices on student performance in KCSE, and respondents’ training in project
management.

4.6.1 Level of stakeholder satisfaction with existing school management practices

The study sought to establish the level of stakeholder satisfaction with the existing
management practices of planning, organizing, staffing, directing, controlling and Budgeting
in their schools.

4.6.1.1 Level of stakeholder satisfaction with the management practice of planning

To begin with, the researcher sought to determine the level of stakeholder satisfaction with
the management practice of planning in their respective schools. Consequently, the findings
are captured in Table 4.20.

45
Table 4.20 Level of stakeholder satisfaction with the management practice of planning

Planning Level of satisfaction Total

function Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Vision Frequency 1 0 8 42 17 68
Percentage 1 0 12 62 25 100
Mission Frequency 0 1 5 44 18 68
Percentage 0 1 7 65 27 100
Objectives Frequency 0 3 9 33 23 68
Percentage 0 4 13 49 34 100
Goals Frequency 0 3 5 41 19 68
Percentage 0 4 7 60 29 100

According to the findings, 90% of respondents were satisfied by the current vision of their
school, 12% were unsure of the same while the remaining 1% was dissatisfied with the same.
This means that stakeholders of a majority of schools were in agreement with the future
aspiration which their institutions stood for.
In addition, 92% of respondents registered their satisfaction with the current mission
statement their schools represented,7% of them were unsure of the mission of their schools
while the remaining 1% were dissatisfied by the same. This implies that again most schools’
are in agreement with the mission statements of the entities.
Regarding the objectives of respective schools, 83% registered their satisfaction with the
same, 13% were unsure of them while the rest (4%) were dissatisfied with the existing
objectives. This means that schools objectives are aligned to the aspiration of the various
stakeholders involved in their day-to-day running.
Finally, on the goals which schools aimed at realizing, 89% of the respondents were satisfied
that the prevailing goals would facilitate the realisation of the vision, mission and objectives
of the various institutions. This implies that most schools have formulated goals which are in
line with the wishes of its stakeholders.

4.6.1.2 Level of stakeholder satisfaction with the management practice of organizing

The researcher sought to determine the of stakeholder satisfaction level with the management
practice of organizing in their respective schools. The findings are captured in Table 4.21.

46
Table 4.21 Level of stakeholder satisfaction with the management practice of organizing

Organizing Level of satisfaction Total

function Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Division of Frequency 0 16 9 35 8 68
labour Percentage 0 24 13 51 12 100
Delegation Frequency 2 20 8 29 9 68
Percentage 3 29 12 43 13 100
Coordination Frequency 0 12 4 47 5 68
Percentage 0 18 6 69 7 100
Departmentali Frequency 2 11 2 45 8 68
zation Percentage 3 16 3 66 12 100

According to the results, 63% of respondents felt that the way division of labour as a
management practice had been implemented was satisfactory, 24% of them were unsatisfied
while the remaining 13% were unsure. This means that most stakeholders were in agreement
with the way the practice had been implemented.
On coordination as a management practice, 76% of the respondents were satisfied with the
way it was being undertaken in their respective entities,18% of them were dissatisfied while
the rest 6% were undecided. This findings imply that majority of stakeholders are in
agreement that the current methodology being employed to coordinate schools affairs were
satisfactory.
Concerning the departmentalization of school units, 78% of respondents were satisfied with
the current state of affairs, 19% were on the other hand dissatisfied with the same while only
3% of respondents were unsure of the prevailing state of departmentalization. These results
thus imply most stakeholders are satisfied with the way departments in their schools have
been set up in order to realize the set goals and objectives

4.6.1.3 Level of stakeholder satisfaction with the management practice of staffing

Furthermore, the study sought to establish the level of stakeholder satisfaction with the
management practice of staffing in their respective schools. The findings are captured in
Table 4.22.

47
Table 4.22 Level of stakeholder satisfaction with the management practice of staffing

Staffing Level of satisfaction Total

function Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Hiring Frequency 2 18 9 37 2 68
Percentage 3 27 13 54 3 100
Training Frequency 1 18 11 35 3 68
Percentage 1 27 16 52 4 100
Development Frequency 2 26 10 24 6 68
Percentage 2 38 14 35 8 100

With reference to the management practice of hiring, 57% of respondents were satisfied with
the way it was being conducted,30% however registered their displeasure with the current
state of affairs while the rest (13%) were undecided. These findings imply that a significant
number of stakeholders are okay with the mode employed in hiring staff in their respective
institutions.
On training of staff, 56% of respondents were satisfied with the way the practice was being
undertaken in their respective schools, 28% registered their dissatisfaction with the way staff
training was being done while the remaining 16% were unsure. This outcome means that a
significant number of stakeholders were fine with the way the practice was being undertaken.
On staff development, 45% of respondents were satisfied with the way the practice was being
undertaken in their respective entities,41% were dissatisfied with the same while the
remaining 14% were unsure of the same. This outcome shows that the practice of staff
development is an issue that has to be looked in order to see how measures can be put up to
woo more people into supporting the system.

4.6.1.4 Level of stakeholder satisfaction with the management practice of directing

The researcher in addition sought to determine the level of stakeholder satisfaction with the
management practice of directing in their respective schools. The findings are captured in
Table 4.23.

48
Table 4.23 Level of stakeholder satisfaction with the management practice of directing

Organizing Level of satisfaction Total

function Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Motivation Frequency 4 29 10 21 4 68
Percentage 6 43 15 30 6 100
Communication Frequency 0 20 8 37 3 68
Percentage 0 29 12 55 4 100
Discipline Frequency 0 6 8 49 5 68
Percentage 0 8 12 73 7 100
Conflict Frequency 0 4 14 45 5 68
resolution Percentage 0 6 21 66 7 100

According to the findings, 36% of respondents registered their satisfaction with the way the
school personnel were being motivated, 49% were dissatisfied while the rest (15%) were
unsure of the state of affairs. This means that a significant number of stakeholders are not
comfortable with the presently used approaches of motivating the staff.
Regarding communication, 59% of respondents were comfortable with the way it was being
done, 29% were dissatisfied while the remaining 12% were unsure whether the methods of
communication currently in place were fine or not. Thus, the results imply that functional
communication channels are in place in most schools and which facilitate the smooth flow of
information from one individual to the next.
On discipline, 80% of respondents were satisfied with the current state of affairs, 12% were
not sure while 8% were dissatisfied. The high number of respondents registering their
approval of the prevailing standards of discipline among their employees implies that
achievement of goals and objectives of their respective entities would be a possible feat.
Regarding conflict resolution, 73% of the respondents registered their satisfaction with the
way cases of conflicts were being addressed by their institutions, 21% were unsure of the
state of affairs relating to this practice while the remaining 6% were dissatisfied. This means
that majority of stakeholders were satisfied with the way conflicts were being managed by
their institutions.

49
4.6.1.5 Level of stakeholder satisfaction with the management practice of controlling

The researcher also sought to find out the level of stakeholder satisfaction with the
management practice of controlling in their respective schools. The findings are captured in
Table 4.24.

Table 4.24 Level of stakeholder satisfaction with the management practice of controlling

Controlling Level of satisfaction Total

function Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Performance Frequency 1 8 12 42 5 68
Percentage 1 12 18 62 7 100
Preventive Frequency 0 5 14 48 1 68
action Percentage 0 7 21 71 1 100

According to the results, 69% of respondents were satisfied with the approaches their
institutions had put in place to follow up on performance of their staff, 18% were unsure
while the rest (13%) were dissatisfied with the same. This outcome means that majority of
schools had implemented acceptable ways of assessing employee performance.
On preventive actions, 71% of respondents were satisfied with the current measures put up to
check any deviations that would hinder the achievement of organizational goals and
objectives,21% were unsure of the same while 7% were dissatisfied. These results imply that
most schools had effective methods of checking and arresting any deviations that would
prevent their institutions from realizing their goals.

4.6.1.6 Level of stakeholder satisfaction with the management practice of budgeting

The study also sought to establish the level of stakeholder satisfaction with the management
practice of budgeting in their respective schools. The findings are captured in Table 4.25.

50
Table 4.25 Level of stakeholder satisfaction with the management practice of budgeting

Level of satisfaction Total

Budgeting Very Dissatisfied Unsure Satisfied Very
function dissatisfied satisfied
Resource Frequency 1 4 18 40 5 68
mobilization Percentage 1 6 27 59 7 100
Resource Frequency 1 16 14 28 9 68
Utilization Percentage 1 24 21 41 13 10

On resource mobilization, 66% of respondents were satisfied with the way their entities were
carrying out this function, 27% of them were unsure while 7% were dissatisfied with the
same. This implies that most schools have adopted workable methods of mobilizing resources
in order to bolster the achievement of organizational goals.
Finally, concerning resource utilization, 54% of respondents were satisfied with the way
resources were being utilized in an effort to realize organizational vision and mission. On the
other hand 25% of them were dissatisfied with the way the practice was being undertaken
while the remaining 21% were neither satisfied nor dissatisfied.

4.6.2 Influence of school management practices on student performance in KCSE

The researcher also sought to find out how the management practices in their respective
schools had influenced student performance in KCSE. The outcome is shown on Table 4.26.

Table 4.26 Influence of school management practices on student performance in KCSE

Management Influence on student performance Total

practice Negative None Positive
Planning Frequency 9 21 38 68
Percentage 13 31 56 100
Organizing Frequency 7 23 38 68
Percentage 10 34 56 100
Staffing Frequency 18 0 50 68
Percentage 27 0 73 10
Directing Frequency 9 3 56 68
Percentage 13 4 83 100
Controlling Frequency 5 7 56 68
Percentage 7 10 83 100
Budgeting Frequency 22 6 40 68
Percentage 32 8 58 100

51
According to the findings, 56% of respondents felt that the planning function as currently
implemented in their institutions had a positive influence on student performance, 34% it had
no influence, while the remaining 13% stated that the influence was negative. These results
mean that the way schools are executing the planning function is in tandem with the overall
objective the institutions to realize not only academic excellence but also growth.
On organizing, 56% of respondents believed that the function as currently in place had a
positive contribution to overall student performance in KCSE, 34% felt that it had not
impacted on student performance in either way while the remaining 10% were of the opinion
that the implementation of the function did have a negative influence on student performance.
This means that most schools have implemented this function of management rightly leading
to the realisation of the positive impact on performance.
Concerning staffing, 73% of respondents felt that the implementation of the function had
positively contributed to student performance while the remaining 17% felt that it had
negatively impacted on performance. This outcome implies that most schools have rightly
executed the various functions of hiring in the right way thus leading to the positive influence
on performance.
On directing, 83% of respondents stated that the function had a positive influence on overall
student performance, 13% of them felt that it had a negative influence on the performance
while the remaining 4% felt that it had neither impacted positively nor negatively on student
performance. This means that majority of schools have correctly influenced the directing
function hence its positive influence on students’ performance.
With regards to controlling, again 83% of the respondents felt that it had positively impacted
on the performance of students in KCSE, 10% stated that it had no influence at all on the
performance while the remaining 7% observed that it had negatively affected students’
performance. These findings indicate that the controls put up by most schools to check the
running of schools’ programs in case of deviations were functioning optimally, hence the
positive impact.
Finally, with regards to budgeting, 58% of respondents felt that the implementation of the
function did have a positive influence on students’ performance,34% of them felt that the
impact was negative while the rest (8%) stated that it had neither influence on the said
performance. This outcome means that a good number of schools had properly undertaken
the function of budgeting hence its positive influence on the performance of students.

52
4.6.3 Respondents’ training in project management

In addition, the researcher sought to determine whether or not respondents had been trained
in the field of project management as well as the level of training they had attained in the said
field. The findings are captured in Table 4.27.

Table 4.27 Respondents’ level of training in project management

Level of study Frequency Percentage

Diploma 14 47
Degree 6 20
Post-graduate 10 33
Total 30 100

Regarding respondents who had been trained in the area of project management, 47% of them
had a diploma qualification, 33% had a post graduate qualification whereas the remaining
20% had a degree in the said field. This implies that most of the stakeholders involved in the
management of schools had good understanding in the area of project management which
when applied would bolster the performance of students in KCSE among other positive
impacts on the running of schools.

4.7 Strategies to improve student performance in KCSE

The following items are discussed in this section: influence of some selected factors on
student performance in KCSE, sources of student motivation, previous performance of
students in KCPE and lastly, strategies to improve student performance in KCSE.

4.7.1 Influence of selected factors on performance of students in KCSE

In this regard, the study sought to determine the influences of selected factors on the
performance of students in KCSE. The findings are captured in Table 4.28.

53
Table 4.28 Influence of selected factors on performance of students in KCSE

Factor Influence on student Total

performance
Negative None Positive
Parent involvement Frequency 45 49 138 232
Percentage 19 21 60 100
Guidance and counseling Frequency 12 43 177 232
Percentage 5 19 76 100
Teaching/learning materials Frequency 45 27 160 232
Percentage 19 12 69 100
Syllabus coverage Frequency 30 26 176 232
Percentage 13 11 76 100
Time-management Frequency 71 20 141 232
Percentage 31 9 61 100
Student motivation Frequency 23 38 171 232
Percentage 10 16 73 100

The findings revealed that 60% of respondents felt that involvement of parents in student’s
academic life had positively affected performance in KCSE, 21% stated that the factor had no
influence on performance while the remaining 19% registered a negative influence of this
factor on performance. These findings indicate that the parental involvement in the academic
matters of their children directly impacts on how they ultimately perform in KCSE.
On matters concerning guidance and counseling, 76% of respondents observed that the factor
had a positive influence on performance of students in KCSE, 19% felt that it had no impact
whatsoever on performance while the remaining 5% stated that the factor negatively
impacted on performance. These results show that schools with comprehensive guidance and
counseling programs will most likely register improved performance in KCSE.
Regarding the influence of teaching and learning materials on student performance, the
findings showed that 69% of respondents felt that the influence was positive,19% stated that
it was negative while the remaining 12% were of the mind that the presence or absence of
such materials was of insignificant influence on student performance. The findings thus
imply that schools with better facilities in terms of teaching and learning materials would be
better placed to produce excellent results in the KCSE.

54
In addition, 76% of respondents stated that exhaustive syllabus coverage positively impacted
on student performance in KCSE,13% felt that the influence was negative whereas the rest
(11%) observed that the factor had no bearing on student performance. These results mean
that if teachers can manage themselves efficiently enough and thereby conclude the syllabus
on time, then students’ performance in KCSE will be excellent.
As far as time management is concerned, 61% of respondents indicated that the factor had a
positive influence on performance of students in KCSE,31% of them felt that the factor had a
negative influence on performance while 9% of them were of the mind that the influence was
of no consequence as far as students’ performance was concerned. This means that time
management is a key factor in determining performance of students in KCSE.
On student motivation, 73% of respondents acknowledged that the factor had positively
affected students’ performance, 16% felt that the factor was of no consequence while the
remaining 10% stated that the influence was negative. This means that student motivation in
whatever form would most certainly lead to improved student performance in KCSE.

4.7.2 Parent involvement in teaching/learning processes

The study sought to find out the extent of parent involvement in teaching/learning processes.
The findings are represented in Table 4.29.

Table 4.29 Parent involvement in teaching/learning processes

Parent involvement Rating Total

Very Few Average Majority
few
School fees payment Frequency 4 10 40 14 68
Percentage 6 15 58 21 100
Student progress Frequency 29 24 11 4 68
follow-up Percentage 43 35 16 6 100
Attendance of school Frequency 3 10 48 7 68
meetings Percentage 4 15 71 10 100
The findings revealed that 58% of parents were at the average level in terms of school fees
payment, 21% of them were fully compliant with schools fee payment requirements while
another 21% were not that committed to payment of school fees on time. Given that a
student’s stay in the school is pegged on payment of school fees, it will be imperative for

55
parents to ensure that they are prompt in making the payments in order to ensure that their
children never miss any lesson or classes for that matter.
On making follow-ups relating to the performance of their children, 80% of them did very
little in making such follow-ups, 48% were at the average level while the remaining 6% did
make such follow-ups. This trend is almost certain to impact negatively on the performance
of students in the exam.
Concerning attendance of school meetings, 71% of respondents indicated that an average
number of parents actually did attend such meetings, 19% believed that few parents did
attend such meetings while the remaining 10% indicated that majority of parents were always
in attendance. The implication of this finding is that parents treat school meetings with some
degree of casualness, a trait that is more likely to impact negatively on student performance
during KCSE.

4.7.3 Marks scored by students in their KCPE

The researcher also sought to determine the marks scored by students in KCPE. The findings
are shown in Table 4.30.

Table 4.30 Marks scored by students in their KCPE

Measure Value
Mean 310
Mode 300
Range 250
Minimum 210
Maximum 440

According to the findings, the mean score was 310 marks, the mode was 300, the range
between the highest and lowest score was 250, and the minimum marks scored in the KCPE
exam were 210 while the maximum was 440. Given that the mean mark was 310, the findings
imply that most students had scored above average marks of 250.

4.7.4 Sources of motivation for students

The study also sought to determine the sources of student motivation in terms of academic
performance. The results are shown on Table 4.31.

56
Table 4.31 Sources of motivation for students

Source of motivation Frequency Percentage

School administration 23 15
Teachers 59 35
Parents 76 46
No one 6 4
Total 164 100

According to the findings, 46% of respondents stated that parents were the highest
contributors towards student motivation, 35% felt that it was teachers, 23% thought that it
was the school administration while 6% of them indicated that there was no one to offer
motivation of any kind to students. These findings indicate that parents play the major role in
motivating students while the school administration played the least role.

4.7.5 Strategies used to improve performance in KCSE

Furthermore, the researcher sought to establish strategies used to improve performance of

students in KCSE. The results are shown in Table 4.32.

Table 4.32 Strategies used to improve performance

Strategy Frequency Percentage

Revision 95 42
Benchmarking 22 9
ICT incorporation 18 8
Fees 16 6
Follow-up by parents 35 15
Consult KNEC examiners 46 20
Total 232 100

According to the findings, 42% of respondents stated that revision was the best strategy to be
used to improve performance of students in KCSE, 20% of them felt that consultations with
KNEC examiners would be better placed to improve performance,15% of them thought the
best strategy would be follow-ups by parents, 9% felt that benchmarking would do it, 8%
stated that incorporation of ICT in school learning would be beneficial while 6% felt that
57
payment of school fees on time would help boost performance of students in KCSE. These
findings mean that revision is the best placed strategy to boost student performance while
prompt payment was the least effective strategy.

4.7.6 Number of BOG meetings recommended

The study sought to find out the number of BOG meetings that were recommended by the
ministry of education. The findings are shown on Table 4.33.

Table 4.33 Number of BOG meetings recommended

Number of BOG meetings Frequency Percentage

1 12 100
Total 12 100

The study established that the recommended number of BOG meetings per term was just one.

4.7.7 Number of PTA meetings recommended

The study sought to find out the number of PTA meetings that were recommended by the
ministry of education. The findings are shown on Table 4.34.

Table 4.34 Number of PTA meetings recommended

Number of PTA meetings Frequency Percentage

1 12 100
Total 12 100

The study established that the recommended number of PTA meetings to be held per term
was one.

4.7.8 Attendance of parents in PTA meetings

The researcher thereafter sought to determine the average attendance of PTA meetings by
parents in a given term. The results are shown on Table 4.35.

58
Table 4.35 Average attendance of PTA meetings

Percentage attendance Frequency Percentage

50 1 9
55 1 9
60 2 16
65 1 9
70 3 25
75 2 16
90 2 16
Total 12 100

According to the results, 25% of parents had recorded a percentage attendance of 70, 16% of
respondents had a percentage attendance of 90, 75 and 60, 9% of them had a percentage
attendance record of 65, 55 and 50. This findings imply that the highest attendance record of
meetings were 90% while the least was 50%.

4.8 Answers to research questions

This section answers the research questions given in chapter one.

4.8.1 What is the influence of teacher-student ratio on the KCSE performance of
students?
The study sought to find out the influence of teacher-student ratio on the KCSE performance
of students. The findings are shown on Table 4.36.

Table 4.36 Model summary showing influence of teacher-student ratio on student

performance in KCSE

Model R R Square Adjusted R Std. Error of

square the estimate
1 0.165 0.27 0.08 3.90

Predictors: (constant) teacher-student ratio

Dependent variable: Student performance
R shows multiple regression coefficient.

59
The value obtained under the adjusted R Square was 0.08. This implies that only 8% of the
variance in student performance in KCSE could be predicted from the independent variable –
teacher student ratio.

Table 4.37 ANOVA showing influence of teacher-student ratio on performance in

KCSE

Model Sum of df Mean F Sig.

squares square
1 Regression 21.3 1 21.23 1.40 0.24

Residual 761.7 50 15.23

Total 782.9 51

These results indicated that F=1.40 at p value of 0.24. Given that p > 0.05, then F is not
statistically significant in this case. Therefore, this means that teacher-student ratio did not
significantly predict student performance in KCSE.

Table 4.38 Coefficients showing influence of teacher-student ratio on performance in

KCSE

Variable B Β Sig. (p)

Teacher-student 0.59 0.49 0.24
ratio
Constant 13.9
Note. R2 =0.08 ; F=1.40, p>0.05

The results indicated that the variable teacher-student ratio did not have a uniquely
significant contribution to the variance in student performance in KCSE, since the p value
was greater than 0.05 (i.e. p>0.05), as per the last column. In conclusion, given that the
values provided under column B are used to construct the regression equation for the model,
the identified equation to understand the relationship between the dependent and independent
variable was: student performance in KCSE = 13.9 + 0.59 teacher-student ratio.

60
4.8.2 What is the influence of student indiscipline on performance in KCSE?

The study sought to determine the influence of student indiscipline on performance in KCSE.
The findings are shown on Table 4.39.

Table 4.39 Model summary showing influence of student indiscipline on performance in

KCSE

Model R R Square Adjusted R Std. Error of

square the estimate
1 0.168 0.029 0.09 3.90
Predictors: (constant) Indiscipline
Dependent variable: Student performance
The value obtained under the adjusted R Square was 0.09. This implies that only 9% of the
variance in student performance in KCSE could be predicted from the independent variable –
student indiscipline.

Table 4.40 ANOVA showing influence of student indiscipline on performance in KCSE

Model Sum of df Mean F Sig.

squares square
1 Regression 22.22 1 22.22 1.46 0.233
Residual 760.7 50 15.21
Total 782.9 51

These results indicated that F=1.46 at p value of 0.23. Given that p > 0.05, then F is not
statistically significant in this case. Therefore, this implies that student-indiscipline did not
significantly predict student performance in KCSE.

Table 4.41 Coefficients showing influence of student indiscipline on performance in

KCSE

Variable B β Sig. (p)

Indiscipline -1.22 -1.68 0.233
Constant 17.25
Note. R2 =0.09 ; F=1.46, p>0.05

61
The results indicated that the variable student indiscipline did not have a uniquely significant
contribution to the variance in student performance in KCSE, since the p value was greater
than 0.05 (i.e. p>0.05) as per the last column. In conclusion, given that the values provided
under column B are normally used to construct the regression equation for the model, the
identified equation to understand the relationship between the dependent and independent
variable was: student performance in KCSE = 17.25 - 0.59 student-indiscipline.

4.8.3 How do management practices employed by schools affect KCSE performance of

students?

The study sought to determine the influence of school management practices on student
performance in KCSE. The findings are shown in Tables 4.42, 4.43 and 4.44.

Table 4.42 Model summary showing influence of school’s management practices on

student performance in KCSE

Model R R Square Adjusted R Std. Error of

square the estimate
1 0.381 0.145 0.14 3.86

Predictors: (constant), budgeting, organizing, planning, staffing, controlling, directing

Dependent variable: Student performance
The value obtained under the adjusted R Square was 0.14. This implies that 14% of the
variance in student performance could be predicted from the identified independent variables.

Table 4.43 ANOVA showing influence of school management practices on performance

in KCSE

Model Sum of squares df Mean square F Sig.

1 Regression 113.62 6 18.93 1.27 0.038
Residual 669.31 45 14.87
Total 782.92 51

The results indicated that F=1.27at p < 0.038. Given that p < 0.05, then F was statistically
significant. This meant that the combination of the identified independent variables i.e.,
planning, organizing, staffing, directing, controlling, and budgeting, significantly predicted
student performance in KCSE.

62
Table 4.44 Coefficients showing influence of school management practices on
performance in KCSE

Variable B β Sig. (p)

Planning -0.69 -0.14 .453
Organizing 0.29 0.51 .802
Staffing 0.72 0.16 .329
Directing 1.07 0.19 .041
Controlling -2.48 -0.37 .032
Budgeting 0.53 0.13 .431
Constant 15.93 0.00
Note. R2 = ; F=1.27, p<0.05

The results indicated that directing and controlling were the only variables which had a
uniquely significant contribution to the variance in student performance. The other variables
did not have a uniquely significant contribution to the variance in student performance given
that each had a p > 0.05. Nevertheless, from the values given in the column labeled β, the
variable with the highest influence on student performance were organizing and controlling
while the one with the least influence on student performance was budgeting. As is always
the case, values provided under column B are used to construct the regression equation for
the model.

4.9 Overall contribution of the independent variables to student performance in KCSE

In order to determine the overall influence of teacher-student ratio, state of indiscipline and
school management practices on student performance in KCSE, the researcher summed up
the adjusted R Square values that were obtained. This gave a value of 0.31. This implies that
31% of the variance in student performance can be predicted from the combination of
teacher-student ratio (0.08), student indiscipline (0.09) and school management practices
(0.14).

63
 CHAPTER FIVE
SUMMARY OF FINDINGS, DISCUSSION, CONCLUSIONS AND
RECOMMENDATIONS

5.1 Introduction
This chapter gives a summary of findings, discussion, conclusions and recommendations of
the study based on the findings. Contribution of the study to the body of knowledge is
provided at the end of the chapter.
The purpose of the study was to investigate factors influencing the performance of students in
KCSE and improvement strategies in public secondary schools in Nakuru District. The
chapter therefore summarizes, discusses and concludes the findings of the study.

5.2 Summary of findings

Of the 256 questionnaires which were administered, only 232 (91%) were completely filled
up and collected. To achieve this return rate, the questionnaires were administered, then the
respondents were allowed some time to complete them and thereafter they were collected.
According to the findings, students comprised the highest number of respondents (71%),
followed by teachers (117%), then Principals (5%), PTA class representatives (5%) and
finally Education Officers (2%). Furthermore, the results revealed that there were more
female students than males in the schools targeted, there were more male teachers than
females, there were more male Principals than females, there were more male Education
Officers than females, and lastly, more female PTA class representatives than males.
The study further indicated that majority of the students in schools targeted were aged
between 15-17 years. On the other hand, amongst the teachers, Principals, Education Officers
and PTA Class Representatives the age brackets were above 40 years. The findings also
showed that most students that were targeted by the study were in the form three and the
remaining ones were in form four. The findings revealed that majority of respondents
excluding students were holders of a university degree while still a good number had post
graduate qualification, nevertheless a few of them had diplomas.
It was also established that majority of respondents had above 15 years experience thus were
well empowered to the discharge their duties. Regarding the teacher-student ratio in some
schools, the results indicated that it was within the agreeable limits of 1:30. However, in a
substantial number of schools, it was established that the current teacher-student ratio had
negatively impacted on student performance in KCSE. The findings also indicated that for
cases where the teacher-student ratio had negatively impacted on student performance, it had

64
happened to a moderate extent. The study found that the most preferred strategy to be
adopted for increasing the teacher-student ratio would be to employ more teachers.
The study found that the most common form of indiscipline behaviour was drug abuse while
the least common was cases of student strikes. The findings also indicated that the greatest
contributor to indiscipline behaviour in schools was peer group influence while the least
contributor was school maladministration. The study also established that most schools had
the performance of their students negatively impacted upon by the prevailing state of
indiscipline.
In order to tackle cases of indiscipline, the study found out that the most preferred modes of
addressing the issue of student indiscipline in schools were physical punishment, suspension
and guidance and counseling. On the other hand, the least employed method was expulsion.
In line with these findings, physical punishment was considered as the most effective way of
dealing with student indiscipline in schools.
With reference to the management practices in schools, most respondents were satisfied with
the current practices of hiring and training of staff in the schools. However, a significant
number of stakeholders were not comfortable with the approaches employed in motivating
students and the staff. Furthermore, functional communication channels were found to be in
place in most schools thereby facilitating a smooth flow of information from one level to the
next. The prevailing standard of discipline among school employees was also found to be at
acceptable levels. Mechanisms of conflict resolution were also found to be adequate. In
addition, most schools were found to have developed efficient mechanisms of assessing
employee performance as well as ways of checking and arresting any arising deviations from
set targets. The study also found that most schools had adopted competitive resource
mobilization strategies as well as utilizing them to bolster the achievement of organizational
goals. Finally, the management functions of planning, staffing, organizing and budgeting
were all found to have a positive influence on the performance of students. However,
directing and controlling were found to have impacted negatively on the students’ academic
performance.
The study also established that most stakeholders involved in the running of school programs
had project management qualifications. Regarding respondents who had been trained in the
area of project management, majority had a diploma qualification while a few post-graduate
qualification.
On strategies needed to improve performance in KCSE, parental involvement, implementing
effective guidance and counseling programs, acquiring better facilities in terms of teaching
and learning materials as well as observing strict time management practices, and motivation
65
would all lead to better students’ performance in KCSE. Prompt fee payments, keeping
students on toes through making academic follow-ups, and attending school meetings, were
found to be a sure way to bolster student performance in KCSE.
According to the findings, the mean score for KCPE was found to be 310 marks. The study
further established that parents played a major role in motivating students while the school
administration played the least role. Furthermore, it was established that revision was the best
placed strategy to boost student performance while prompt fee payment was the least
effective strategy. The study established that the recommended number of BOG meetings to
be held per term was one. The study also determined that the recommended number of PTA
meetings to be held per term was one. The study also determined that the highest attendance
record of meetings by parents was 90% while the least was 50%.

5.3 Discussion of findings

A discussion of findings is presented in this section.

5.3.1 Influence of teacher-student ratio on performance of students in KCSE

The student-teacher ratio is an indicator of the quality of education being offered. It has been
established empirically that crowded classrooms with a high number of pupils per teacher, the
quality of education suffers. For students it is difficult to follow the course and teachers can
dedicate less time to the needs of each individual student. A low student–teacher ratio is often
used as a selling point to those choosing schools for tertiary education. On the other hand,
high student–teacher ratio is often cited for criticizing proportionately underfunded schools or
Schools systems, or as evidence of the need for legislative change or more funding for
education. The study found that only 8% of the variance in student performance in KCSE
could be predicted from the independent variable – teacher student ratio. In addition, given
that p > 0.05, it was concluded that teacher-student ratio did not significantly predict student
performance in KCSE.

5.3.2 Influence of indiscipline on performance of students in KCSE

Discipline plays an essential role in the moral development of a child and in creation of a
healthy society. According to Mwangi (2003), in his study on indiscipline and academic
performance, there is a correlation between school organizations where there is discipline and
academic performance.
The study findings indicated that in Nakuru District only 9% of the variance in student
performance in KCSE could be predicted from the independent variable – student
66
indiscipline. It was also found that the variable – student indiscipline – did not have a
uniquely significant contribution to the variance in student performance in KCSE, since the p
value was greater than 0.05 (i.e. p>0.05).

5.3.3 Influence of management factors on performance of students in KCSE

There are numerous management factors that lead to the success of school and at the same
time brings about the success of a student’s academic achievement. Ayot and Briggs (1992),
states that there is positive relationship between prevailing management factors and student
academic achievement. The general public has time and again expressed concern over factors
that influence student performance in examinations. The most outstanding factor has to do
with the organizational management of schools. For instance, utter (1979) notes that to
improve students’ performance, Principals are required first to improve the management of
the schools. Lack of vision in the management of schools often leads to imbalance in the
allocation and use of resources. This is why Ayot and Briggs (1992) point out that, poor
results in education are related to the resources allocated to it. The study findings established
that 14% of the variance in student performance in KCSE could be predicted from the
independent variable – school management factors which were planning, organizing, staffing,
directing, controlling and budgeting. The results indicate that directing and controlling were
the only variables which had a uniquely significant contribution to the variance in student
performance. This is in agreement with Lowe et al, (1996), Spillane, (2004), Sifuna 2007, and
contradicts Witziers’ study that concluded that there is no evidence that school leadership
influences students performance. The other variables did not have a uniquely significant
contribution to the variance in student performance given that each had a p > 0.05.

5.4 Conclusions of the study

The following conclusions were made from the study

1. 51% of the respondents felt that the teacher student ratio was adequate. Teacher-student
ratio though a significant factor, contributed little to the overall performance of students
in KCSE. However schools with high teacher-student ratio, had been impacted negatively
in KCSE performance. This impact was to a moderate extent.
2. Student indiscipline was another significant factor but which again had minimal impact
on the overall performance of students in KCSE. The most common indiscipline cases
were those involving abuse of drugs, while the least common were cases of student
staging strikes. The greatest contributor to indiscipline behaviour in schools was peer

67
 group influence while the least contributor was school maladministration. In most
schools, poor performance was registered as a result of high levels of indiscipline.
3. School management factors played a vital role in determining the overall performance of
students in KCSE. More specifically, the management functions of directing and
controlling had the greatest influence on students’ academic performance. The practices
of hiring and training of staff in the schools had been done satisfactorily. However,
student and staff motivation is still not appropriately handled. Functional communication
channels were in place. Discipline of staff in most schools was found to be fine.
Moreover, most schools had developed efficient mechanisms of assessing employee
performance as well as means of checking and arresting any arising deviations from set
targets. Finally, the management functions of planning, organizing, staffing, and
budgeting all had a positive influence on the academic performance of students.
4. Identified strategies to improve student performance in order of impact are: revision,
consulting with KNEC examiners, parental follow-ups, benchmarking, incorporation of
ICT in school curriculum, and prompt fee payment.

5.5 Recommendations of the study

The following recommendations were made from the study.

1. It is recommended that the teacher student ratio be maintained in the District by

employing teachers to replace those that leave the teaching service. However, in the
schools with a high teacher student ratio, there is need employ more teachers. This can be
done by the government or the BOG.
2. Student indiscipline should be arrested sooner than letter if academic performance is to
improve. It is recommended that physical punishment be used to deal with student
indiscipline in schools as it was considered to be the most effective mode in arresting
indiscipline. Guidance and counseling should be strengthened. Indiscipline results in
overall decline in performance of students in Kenya Certificate of Secondary Education.
3. Schools should device strategies that will help motivate their students and staff in order to
make them perform better. Forms of motivation may be either monetary or non-monetary
and would entirely depend on the availability of resources in order to be effectively
implemented. Motivation of students and teachers was found to be wanting regarding
how it was being implemented in majority of schools.

68
5.6 Contribution to the existing Body of knowledge

Objective Contribution
1. To assess teacher-student ratio and Majority of schools in the District had a teacher student
its influence on the students’ ratio of between 1:20 to 1:30 which is in line with the
performance in KCSE in Public recommended ratio of 1:30. Majority of schools in
Secondary Schools in Nakuru Nakuru District have adequate number of teachers.
District.
Majority of indisciplined students in the District (82%)
2. To assess students indiscipline and
performed poorly in KCSE. For students’ academic
its influence on KCSE performance
performance to improve, students’ indiscipline should
of students in Public Secondary
be eradicated. This can be achieved through
Schools in Nakuru District.
strengthening guidance and counseling departments in
schools.

3. To examine the school’s Majority of schools in Nakuru District perform poorly

management factors and its due to poor management practices. Directing and
influence on KCSE performance of controlling management functions in schools were
students in Public Secondary found to have the greatest negative impact in student
Schools in Nakuru District. academic performance in the District. All stakeholders
should be trained in project management.

4. To determine strategies used to The identified strategies to improve student academic

improve students’ performance in performance in order of impact include: revision,

KCSE in Public Secondary Schools consulting with KNEC examiners, parental follow-ups,

in Nakuru District. benchmarking, incorporation of ICT in school

curriculum, and prompt fee payment.

69
5.7 Suggestions for further study

The following are the areas suggested for further research.

1. A similar study should be carried out in a different District and the findings compared
with the current study to identify areas of overlap among other parallels in order to
make improvement where necessary.
2. Another similar research in the District could be undertaken but which targets the
private secondary schools again to discover and parallels or otherwise to the further
research relating the current study.
3. A research on the role of project management training in the management of
secondary schools in Kenya would also be a viable undertaking.
4. Another research on causes and remedies of drug and substance abuse among
secondary school students in Nakuru District could be undertaken.

70
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 APPENDICES

APPENDIX 1: LETTER TO THE DISTRICT EDUCATION OFFICER

THE DEO NAKURU DISTRICT,

PO BOX 124, NAKURU.

Dear Sir/Madam,

RE: REQUEST TO COLLECT INFORMATION FROM PUBLIC SECONDARY

SCHOOLS ONfactors influencing performance of students in KCSE and management
strategies for improving KCSE performance IN PUBLIC SECONDARY SCHOOLS IN
NAKURU DISTRICT

I refer to the above mentioned subject. I am requesting for permission from your office to
collect data from Public Secondary Schools in Nakuru District.

The project area of study is on factors influencing performance of students in KCSE and
management strategies for improving KCSE performance in public secondary schools in
Nakuru District

I need this information for a research project I want to submit to the University for the Partial
Fulfillment of the requirements of Master of Arts degree in Project Planning and
Management in The University of Nairobi. The information given will only be used for the
intended purpose and not in any other way and will be considered confidential.

Any assistance by your office will be highly appreciated.

Thank you.

Yours Faithfully,

Macharia Peter Kirugo

L50/71687/2011

76
APPENDIX 2: LETTER TO PRINCIPALS
Macharia Peter Kirugo
Po Box 9668’
Nakuru.

Dear Sir/Madam,

RE: Request to collect data

My name is Macharia Peter Kirugo. I am a student at the University of Nairobi. I am carrying

out a research for my Master of Arts degree in Project Planning and Management. The study
area is on factors influencing performance of students in KCSE and management strategies
for improving KCSE performance in public secondary schools in Nakuru District.

I wish to request your participation in the study. The information will be for the purpose of
the research only and will be held in confidence.

Thank you

Yours Faithfully,

Macharia Peter Kirugo

L50/71687/2011

77
APPENDIX 3: AUTHORISATION LETTER FROM THE NATIONAL COUNCIL
FOR SCIENCE AND TECHNOLOGY

78
APPENDIX 4: SUMMARY OF POOR PERFORMING STUDENTS IN NAKURU
DISTRICT KCSE PERFORMANCE FOR THE YEARS 2009 – 2012

Entry Grade Grade Grade E KCSE Percentage of grade D

Years D D- Mean grade and below

2009 3847 666 541 127 4.3007 34.68

2010 4218 677 639 112 4.9236 33.85
2011 3944 588 455 99 5.2213 28.96
2012 4110 693 569 87 5.0594 32.85
Source: Nakuru District Education Office, 2013

79
APPENDIX 5: QUESTIONNAIRE FOR EDUCATION OFFICERS
Instructions

Please fill the necessary spaces and mark inside the appropriate boxes.

SECTION A: Respondent’s biodata

1. Gender:
Male □
Female □
2. Age in years
21-30 □
31-40 □
Above 40 □
3. Level of education
Diploma □
Degree □
Post Graduate □
4. For how long have you served as an education officer?
Less than 5 years □
5-10 years □
10-15Years □
15years and above □

SECTION B: Teacher-student ratio

1. What is the average teacher-student ratio in schools in Nakuru District?

1:20 – 1:30 □
1:31 – 1:40 □
1:41 – 1:50 □
1:51 and above □
2. How can you describe the teacher-student ratio in schools within the District?
Very inadequate □
Inadequate □
Adequate □
Very adequate □

80
3. What is the influence of high teacher-student ratio on student performance in
KCSE?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. What measures should be taken to improve the teacher-student ratio in schools in
Nakuru District?
Employing more teachers (government/BOG) □
Reducing class sizes □
Curriculum revision □
Other ………………………………………………………………………

SECTION C: Indiscipline

1. (a) Which of the following indiscipline behaviors have been rampant in the schools
in Nakuru District?
Absenteeism □
Drug abuse □
Student strikes □
Rudeness □
Stealing □
Fighting □
(b) What is the frequency of occurrence of the identified indiscipline cases?
Indiscipline Never Rarely Sometimes Often Always
indicators
Absenteeism
Drug abuse
Student strikes
Rudeness
Stealing
Fighting

81
2. (a) Which of the following factors contributes to indiscipline in schools in Nakuru
District?
Peer group influence □
Family background □
Drugs □
Maladministration □
Mass media influence □

(b)To what extent have the above factors contributed to indiscipline behavior in the
District?
Indiscipline drivers Very low Low High Very high

Peer group influence

Family background

Drugs

Maladministration

Mass media influence

3. What is the influence of high teacher-student ratio on student performance in KCSE

in Nakuru District?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
(a) Which among the following strategies have been employed in tackling the issue
of indiscipline in schools?
Punishment □
Suspension □
Expulsion □
Payment for damages □
Recovery of stolen property □
Guidance and counseling □

82
5. (b) How would you rate the level of effectiveness of the above methods in addressing
the indiscipline problem in Nakuru District?
Indiscipline remedy Ineffective Least effective Effective Most effective

Punishment

Suspension

Expulsion

Payment for damages

Recovery of stolen property

Guidance and counseling

6. How does student indiscipline impact on KCSE performance?

Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □

83
SECTION D: School management practices
1.Please rate your satisfaction level with the following management functions in school.
Management function Level of satisfaction
a) Planning Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Vision □ □ □ □ □
Mission □ □ □ □ □
Objectives □ □ □ □ □
Goals □ □ □ □ □
b) Organizing

Division of labour □ □ □ □ □
Delegation of authority □ □ □ □ □
Coordination □ □ □ □ □
Departmentalization □ □ □ □ □

(c) Staffing

Hiring □ □ □ □ □
Training □ □ □ □ □
Development □ □ □ □ □

c) Directing

Motivation □ □ □ □ □
Communication □ □ □ □ □
Discipline □ □ □ □ □
Conflict resolution □ □ □ □ □
d) Controlling
Performance □ □ □ □ □
measurement
Preventative action □ □ □ □ □
f)Budgeting

Resource □ □ □ □ □
mobilization
Resource allocation □ □ □ □ □

84
2. What is the influence of the identified management practices on student
performance in KCSE?
Influence Extent of influence
Negative No influence Positive Low Moderate High
Planning □ □ □ □ □ □
Organizing □ □ □ □ □ □
Staffing □ □ □ □ □ □
Directing □ □ □ □ □ □
Controlling □ □ □ □ □ □
Budgeting □ □ □ □ □ □
3. Have you been trained in any project management course?
Yes □
No □
(b)If yes, up to which level?
Diploma □
Degree □
Post-graduate □
4. How many BOG meetings are recommended to be held in a school per term?
_____________________
5. How many PTA meetings are recommended to be held in a school per term?
____________________

SECTION E: Strategies to improve performance

1. How would you rate the involvement of parents in the following teaching/learning
processes in Nakuru District?
Very few Few Average Majority
School fees payment □ □ □ □
Student progress follow-up □ □ □ □
School meetings attendance □ □ □ □

85
2. What is the influence of the following factors on student performance in KCSE in
the District?
Influence Extent of influence
Negative No influence Positive Low Moderate
High
Parent involvement □ □ □ □ □ □
Guidance and counseling □ □ □ □ □ □
Teaching/learning materials □ □ □ □ □ □
Syllabus coverage □ □ □ □ □ □
Time management □ □ □ □ □ □
Teacher/Student motivation □ □ □ □ □ □

1. Suggest two strategies which the school should adopt to improve performance in
KCSE.
………………………………………………………………………………………………
..……………………………………………………………………………………………

- Thank you -

86
APPENDIX 6: QUESTIONNAIRE FOR PRINCIPALS
Instructions

Please fill the necessary spaces and mark inside the appropriate boxes.

SECTION A: Respondent’s biodata

5. Gender:
Male □
Female □
6. Age in years
21-30 □
31-40 □
Above 40 □
7. Level of education
Diploma □
Degree □
Post graduate □
8. For how long have you been in the teaching profession?
Less than 5 years □
5-10 years □
10-15Years □
15years and above □

SECTION B: Teacher-student ratio

1. What is the teacher-student ratio in the school?

1:20 – 1:30 □
1:31 – 1:40 □
1:41 – 1:50 □
1:51 and above □
2. How can you describe the teacher-student ratio in the school?
Very inadequate □
Inadequate □
Adequate □
Very adequate □

87
3. What is the influence of high teacher-student ratio on student performance in
KCSE?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. What measures should be taken to improve the teacher ratio?
Employing more teachers (government/BOG) □
Reducing class sizes □
Curriculum revision □
Other ………………………………………………………………………
SECTION C: Indiscipline

1. (a) Which of the following indiscipline behaviors have been rampant in the school?
Absenteeism □
Drug abuse □
Student strikes □
Rudeness □
Stealing □
Fighting □
(b) What is the frequency of occurrence of the identified indiscipline cases?
Indiscipline indicators Never Rarely Sometimes Often Always
Absenteeism
Drug abuse
Student strikes
Rudeness
Stealing
Fighting

2. (a) Which of the following factors contributes to indiscipline in the school?

Peer group influence □
Family background □
Drugs □
Maladministration □
Mass media influence □
88
 (b) To what extent have the above factors contributed to indiscipline behaviour?
Indiscipline drivers Very low Low High Very high
Peer group influence
Family background
Drugs
Maladministration
Mass media influence

3. What is the influence of indiscipline on student performance in KCSE?

Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. (a) Which among the following strategies have been employed in tackling the issue
of indiscipline in the school?
Punishment □
Suspension □
Expulsion □
Payment for damages □
Recovery of stolen property □
Guidance and counseling □
(b) How would you rate the level of effectiveness of the above methods in addressing the
indiscipline problem?
Indiscipline remedy Ineffective Least effective Effective Most effective
Punishment
Suspension
Expulsion
Payment for damages
Recovery of stolen property
Guidance and counseling

89
SECTION D: School management practices
1. Please rate your satisfaction level with the following management functions in the
school.
Management function Level of satisfaction
(a) Planning Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Vision □ □ □ □ □
Mission □ □ □ □ □
Objectives □ □ □ □ □
Goals □ □ □ □ □

(b) Organizing
Division of labour □ □ □ □ □
Delegation of authority □ □ □ □ □
Coordination □ □ □ □ □
Departmentalization □ □ □ □ □

(c) Staffing
Hiring □ □ □ □ □
Training □ □ □ □ □
Development □ □ □ □ □
(d) Directing
Motivation □ □ □ □ □
Communication □ □ □ □ □
Discipline □ □ □ □ □
Conflict resolution □ □ □ □ □
(e) Controlling
Performance □ □ □ □ □
measurement
Preventive action □ □ □ □ □
f)Budgeting
Resource □ □ □ □ □
mobilization
Resource allocation □ □ □ □ □

90
2. What is the influence of the identified management practices on student
performance in KCSE?
Influence Extent of influence
Negative No influence Positive Low Moderate High
Planning □ □ □ □ □ □
Organizing □ □ □ □ □ □
Staffing □ □ □ □ □ □
Directing □ □ □ □ □ □
Controlling □ □ □ □ □ □
Budgeting □ □ □ □ □ □
3. Have you been trained in any project management course?
Yes □
No □
(b)If yes, up to which level?
Diploma □
Degree □
Post-graduate □
4. How many BOG meetings do you hold per term?
_____________________
5. How many PTA meetings do you hold per term?
____________________
6. What is the percentage of the parents who attend PTA meetings in your school?
__________________

SECTION E: Strategies to improve performance

1. How would you rate the involvement of parents in the following teaching/learning
processes?
Very few Few Average Majority
School fees payment □ □ □ □
Student progress follow-up □ □ □ □
School meetings attendance □ □ □ □

91
2. What is the influence of the following factors on student performance in KCSE?
Influence Extent of influence
Negative No influence Positive Low Moderate High
Parent involvement □ □ □ □ □ □
Guidance and counseling □ □ □ □ □ □
Teaching/learning materials □ □ □ □ □ □
Syllabus coverage □ □ □ □ □ □
Time management □ □ □ □ □ □
Teacher/Student motivation □ □ □ □ □ □
3. How has the school performed in K.C.S.E in the last five years? Please fill the Table
below.
Year Entry School Number of students who Number of students who
Mean score scored C+ and above. scored C and below.
2009
2010
2011
2012

4. Suggest two strategies which the school should adopt to improve performance in
KCSE.
………………………………………………………………………………………………
..……………………………………………………………………………………………
- Thank you -

92
APPENDIX 7: PTA CLASS REPRESENTATIVES QUESTIONNAIRE
Instructions
Please fill the necessary spaces and mark inside the appropriate boxes.
SECTION A: Respondent’s biodata
1. Gender:
Male □
Female □
2. Age in years
21-30 □
31-40 □
Above 40 □
3. Level of education
Diploma □
Degree □
Post Graduate □

SECTION B: Teacher-student ratio

1. What is the teacher-student ratio in the school?

1:20 – 1:30 □
1:31 – 1:40 □
1:41 – 1:50 □
1:51 and above □
2. How can you describe the teacher-student ratio in your school?
Totally inadequate □
Inadequate □
Adequate □
Totally adequate □
3. What is the influence of high teacher-student ratio on student performance in
KCSE?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □

93
4. What measures should be taken to improve the teacher-student ratio?
Employing more teachers (government/BOG) □
Reducing class sizes □
Curriculum revision □
Other ………………………………………………………………………

SECTION C: Indiscipline

1. (a) Which of the following indiscipline behaviors have been rampant in the school?
Absenteeism □
Drug abuse □
Student strikes □
Rudeness □
Stealing □
Fighting □
(b) What is the frequency of occurrence of the identified indiscipline cases?
Indiscipline indicators Never Rarely Sometimes Often Always

Absenteeism

Drug abuse

Student strikes

Rudeness

Stealing

Fighting

2. (a) Which of the following factors contributes to indiscipline in the school?

Peer group influence □
Family background □
Drugs □
Maladministration □
Mass media influence □

94
 (b)To what extent have the above factors contributed to indiscipline behaviour?

Indiscipline drivers Very low Low High Very high

Peer group influence
Family background
Drugs
Maladministration
Mass media influence

3. What is the influence of indiscipline on student performance in KCSE?

Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. (a) Which of the following strategies have been employed in tackling the issue of
indiscipline in the school?
Punishment □
Suspension □
Expulsion □
Payment for damages □
Recovery of stolen property □
Guidance and counseling □
(b) How would you rate the level of effectiveness of the above methods in
addressing the indiscipline problem?
Indiscipline remedy Ineffective Least effective Effective Most effective

Punishment
Suspension
Expulsion
Payment for damages
Recovery of stolen property
Guidance and counseling

95
SECTION D: School management practices
1. Please rate your satisfaction level with the following management functions in school.
Management function Level of satisfaction
e) Planning Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Vision □ □ □ □ □
Mission □ □ □ □ □
Objectives □ □ □ □ □
Goals □ □ □ □ □
f) Organizing
Division of labour □ □ □ □ □
Delegation of authority □ □ □ □ □
Coordination □ □ □ □ □
Departmentalization □ □ □ □ □

(c) Staffing
Hiring □ □ □ □ □
Training □ □ □ □ □
Development □ □ □ □ □
g) Directing
Motivation □ □ □ □ □
Communication □ □ □ □ □
Discipline □ □ □ □ □
Conflict resolution □ □ □ □ □
h) Controlling
Performance □ □ □ □ □
measurement
Preventative action □ □ □ □ □
f)Budgeting
Resource □ □ □ □ □
mobilization
Resource allocation □ □ □ □ □

96
2. What is the influence of the identified management practices on student
performance in KCSE?
Influence Extent of influence
Negative No influence Positive Low Moderate High
Planning □ □ □ □ □ □
Organizing □ □ □ □ □ □
Staffing □ □ □ □ □ □
Directing □ □ □ □ □ □
Controlling □ □ □ □ □ □
Budgeting □ □ □ □ □ □
3. Have you been trained in any project management course?
Yes □
No □
(b)If yes, up to which level?
Diploma □
Degree □
Post-graduate □
SECTION E: Strategies to improve performance

1. How would you rate the involvement of parents in the following teaching/learning
processes?
Very few Few Average Majority
School fees payment □ □ □ □
Student progress follow-up □ □ □ □
School meetings attendance □ □ □ □
2. What is the influence of the following factors on student performance in KCSE?
Influence Extent of
influence
Negative No influence Positive Low Moderate
High
Parent involvement □ □ □ □ □ □
Guidance and counseling □ □ □ □ □
Teaching/learning materials □ □ □ □ □ □
Syllabus coverage □ □ □ □ □ □
Time management □ □ □ □ □ □
Teacher/Student motivation □ □ □ □ □ □

3. Suggest two strategies which the school should adopt to improve performance in
KCSE.
………………………………………………………………………………………………
..……………………………………………………………………………………………
………………………………………………………………………………………………
- Thank you -

97
APPENDIX 8: TEACHERS’ QUESTIONNAIRE.
Instructions

Please fill the necessary spaces and mark inside the appropriate boxes.

SECTION A: Respondent’s biodata

1. Gender:
Male □
Female □
2. Age in years
21-30 □
31-40 □
Above 40 □
3. Level of education
Diploma □
Degree □
Postgraduate □
4. For how long have you been in the teaching profession?
Less than 5 years □
5-10 years □
10-15Years □
15years and above □
SECTION B: Teacher-student ratio
1. What is the teacher-student ratio in the school?
1:20 – 1:30 □
1:31 – 1:40 □
1:41 – 1:50 □
1:51 and above □
2. How can you describe the teacher-student ratio in the school?
Very inadequate □
Inadequate □
Adequate □
Very adequate □

98
3. What is the influence of high teacher-student ratio on student performance in
KCSE?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. What measures should be taken to improve the student-teacher ratio?
Employing more teachers (government/BOG) □
Reducing class sizes □
Curriculum revision □
Other ………………………………………………………………………

SECTION C: Indiscipline

1. (a) Which of the following indiscipline behaviors have been rampant in the school?
Absenteeism □
Drug abuse □
Student strikes □
Rudeness □
Stealing □
Fighting □
(b) What is the frequency of occurrence of the identified indiscipline cases?
Indiscipline indicators Never Rarely Sometimes Often Always

Absenteeism
Drug abuse
Student strikes
Rudeness
Stealing
Fighting
2. (a) Which of the following factors contributes to indiscipline in the school?
Peer group influence □
Family background □
Drugs □
Maladministration □
Mass media influence □
99
 (b) To what extent have the above factors contributed to indiscipline behaviour?
Indiscipline drivers Very low Low High Very high

Peer group influence

Family background
Drugs
Maladministration
Mass media influence

3. How does student indiscipline impact on KCSE performance?

Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. (a) Which among the following strategies have been employed in tackling the issue
of indiscipline in the school?
Punishment □
Suspension □
Expulsion □
Payment for damages □
Recovery of stolen property □
Guidance and counseling □
(b) How would you rate the level of effectiveness of the above methods in
addressing the indiscipline problem?
Indiscipline remedy Ineffective Least effective Effective Most effective

Punishment
Suspension
Expulsion
Payment for damages
Recovery of stolen property
Guidance and counseling

100
SECTION D: School management practices
1.Please rate your satisfaction level with the following management functions in school.
Management function Level of satisfaction
i) Planning Very Dissatisfied Unsure Satisfied Very
dissatisfied satisfied
Vision □ □ □ □ □
Mission □ □ □ □ □
Objectives □ □ □ □ □
Goals □ □ □ □ □
j) Organizing
Division of labour □ □ □ □ □
Delegation of authority □ □ □ □ □
Coordination □ □ □ □ □
Departmentalization □ □ □ □ □

(c) Staffing
Hiring □ □ □ □ □
Training □ □ □ □ □
Development □ □ □ □ □
k) Directing
Motivation □ □ □ □ □
Communication □ □ □ □ □
Discipline □ □ □ □ □
Conflict resolution □ □ □ □ □
l) Controlling
Performance □ □ □ □ □
measurement
Preventative action □ □ □ □ □
f)Budgeting
Resource □ □ □ □ □
mobilization
Resource allocation □ □ □ □ □

101
 2. What is the influence of the identified management practices on student
performance in KCSE?
Influence Extent of influence
Negative No influence Positive Low Moderate High
Planning □ □ □ □ □ □
Organizing □ □ □ □ □ □
Staffing □ □ □ □ □ □
Directing □ □ □ □ □ □
Controlling □ □ □ □ □ □
Budgeting □ □ □ □ □ □
4. Have you been trained in any project management course?
Yes □
No □
(b)If yes, up to which level?
Diploma □
Degree □
Post-graduate □
SECTION E: Strategies to improve performance
1. How would you rate the involvement of parents in the following teaching/learning
processes?
Very few Few Average Majority
School fees payment □ □ □ □
Student progress follow-up □ □ □ □
School meetings attendance □ □ □ □
5. What is the influence of the following factors on student performance in KCSE?
Influence Extent of
influence
Negative No influence Positive Low Moderate
High
Parent involvement □ □ □ □ □ □
Guidance and counseling □ □ □ □ □
Teaching/learning materials □ □ □ □ □ □
Syllabus coverage □ □ □ □ □ □
Time management □ □ □ □ □ □
Teacher/Student motivation □ □ □ □ □ □
2. Suggest two ways of improving student KCSE performance in the school.

………………………………………………………………………………………………
..……………………………………………………………………………………………
………..

- Thank you -

102
APPENDIX 9: STUDENTS’ QUESTIONNAIRE
Instructions
Please fill the necessary spaces and mark inside the appropriate boxes.

SECTION A: Respondent’s biodata

1. Gender:
Male □
Female □
2. Age in years
15-17 □
18-19 □
20 and above □
3. What is your level of study?
Form III □
Form IV □
SECTION B: Teacher-student ratio
1. What is the teacher-student ratio in the school?
1:20 – 1:30 □
1:31 – 1:40 □
1:41 – 1:50 □
1:51 and above □
2. How can you describe the teacher-student ratio in the school?
Very inadequate □
Inadequate □
Adequate □
Very adequate □
3. What is the overall influence of high teacher-student ratio on student performance
in KCSE?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □

103
SECTION C: Indiscipline

1. (a) Which of the following indiscipline behaviors have been rampant in the school?
Absenteeism □
Drug abuse □
Student strikes □
Rudeness □
Stealing □
Fighting □

(b) What is the frequency of occurrence of the identified indiscipline cases?

Indiscipline indicators Never Rarely Sometimes Often Always

Absenteeism
Drug abuse
Student strikes
Rudeness
Stealing
Fighting

2. (a) Which of the following factors contributes to indiscipline in the school?

Peer group influence □
Family background □
Drugs □
Maladministration □
Mass media influence □
(b) To what extent have the above factors contributed to indiscipline behaviour?
Indiscipline drivers Very low Low High Very high

Peer group influence

Family background
Drugs
Maladministration
Mass media influence

104
3. What is the overall influence of student indiscipline on performance in KCSE?
Influence Extent of influence
Negative □ Low □
No influence □ Moderate □
Positive □ High □
4. (a) Which among the following strategies have been employed in tackling the issue of
indiscipline in the school?
Punishment □
Suspension □
Expulsion □
Payment for damages □
Recovery of stolen property □
Guidance and counseling □
(b) How would you rate the level of effectiveness of the above methods in
addressing the indiscipline problem?
Indiscipline remedy Ineffective Least effective Effective Most effective

Punishment
Suspension
Expulsion
Payment for damages
Recovery of stolen property
Guidance and counseling

SECTION E: Strategies to improve performance

1. What is the influence of the following factors on student performance in KCSE?

Influence Extent of influence
Negative No influence Positive Low Moderate High
Parent involvement □ □ □ □ □ □
Guidance and counseling □ □ □ □ □ □
Teaching/learning materials □ □ □ □ □ □
Syllabus coverage □ □ □ □ □ □
Time management □ □ □ □ □ □
Student motivation □ □ □ □ □ □
2. How many marks did you score in KCPE? ………………………..
105
3. From whom do you get motivation in your academic performance?
School administration □
Parent/guardian □
Teachers □
No one □

4. Suggest two ways through which the school can improve performance in KCSE.
………………………………………………………………………………………………
..……………………………………………………………………………………………
………………………………………………………………………………………………
- Thank you -

106