Tracking the influence of strategy formulation practices in public secondary schools on performance of students in Science, Technology, Engineering and Mathematics [STEM] subjects: A case of Murang’a County, Kenya

Patrick M. Mukundi; Ruth Thinguri; Joyce Gikandi

doi:10.51867/ajernet.7.2.107

Authors

Mukundi M. Patrick Mount Kenya University, Kenya https://orcid.org/0009-0004-8662-4451
Ruth Thinguri Mount Kenya University, Kenya https://orcid.org/0000-0002-1800-7740
Joyce Gikandi Mount Kenya University, Kenya https://orcid.org/0000-0001-8531-6212

DOI:

https://doi.org/10.51867/ajernet.7.2.107

Keywords:

Performance, Public, Secondary Schools, STEM Subjects, Strategy Formulation

Abstract

This article addresses the fundamental question of how strategy formulation practices in public secondary schools influence Science, Technology, Engineering and Mathematics (STEM) subject performance, specifically examining the Murang'a County context. Understanding this relationship is crucial for educational stakeholders seeking to optimise strategic planning processes to enhance student achievement in critical STEM disciplines that underpin national development objectives. This study was guided by strategy and performance theories. The study adopted a mixed-methods approach and a descriptive survey design with a convergent parallel model. The target population consists of 7,089 individuals across 330 public secondary schools in Murang’a County. The study uses a combination of sampling techniques to ensure representativeness: proportionate sampling and quota sampling to select 713 participants. Questionnaires were administered to principals, STEM teachers, and Form 3 students; in-depth interview schedules were conducted with education officers, and a document analysis was conducted. A field exercise had 710 responses, yielding a 99.6% response rate. Piloting was conducted in Kiambu County. Quantitative data were analysed using descriptive statistics (e.g., means, frequencies) and inferential statistics – chi-square and regression. Qualitative data underwent thematic analysis. The study concludes that strategy formulation practices by principals significantly enhance student performance in STEM subjects, with a 9.2% improvement per unit increase. Teachers and students affirm that these strategies improve outcomes, supported by education officers and document analysis. However, many schools struggle to develop effective STEM strategies, leading to poor performance. Targeted policy interventions and training are needed to strengthen strategy formulation for better STEM education outcomes. The study recommend that principals, teachers and other key education stakeholders should acquire necessary strategy formulation knowledge.

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