Physical Facility Availability and Students’ Academic Performance in Public Secondary Schools in Trans Nzoia East Sub-County, Kenya

Naomi Khakayi Magwaga; Ronald Werunga Kikechi

doi:10.51867/ajernet.5.4.65

Authors

Naomi Khakayi Magwaga
naomimagwaga@gmail.com
Mount Kenya University, Kenya https://orcid.org/0009-0001-7209-1090
Ronald Werunga Kikechi Mount Kenya University, Kenya https://orcid.org/0000-0002-5556-0764

Keywords:

Academic Performance, Computer and Science Laboratories, Library Resources, Dormitories, Sanitation Facilities, Open Fields

Abstract

Education is essential for individual growth and national progress, but its success largely depends on the institutions that sustain it. Identifying how these institutional factors contribute to or hinder academic success is vital for overcoming challenges in the education sector and promoting academic achievement. This study seeks to examine how physical facility availability influences academic performance of learners in public secondary schools in Trans Nzoia East Sub-county, Kenya. The study set out to ascertain the following effects: the influence of science laboratories and computer laboratories in the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; assess the influence of library resources on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; to evaluate the effects of dormitories on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; and the impact of sanitation facilities and open fields on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County. Based on the principle of the Education Production Function, the study was conducted utilized a mixed-methods, descriptive approach. The research targeted a population of 4574 persons consisting of 73 principals, 1,280 serving instructors and 3221 senior students in government secondary institutions. Participants were selected using random sampling to appoint the sample of principals, teachers and students. A sample of 354 individuals were identified using the Krejcie & Morgan table (1970) of choosing the appropriate number of sample. The sample consisted of 6 principals, 99 serving teachers and 249 form four students. To collect data, the study used interviews, questionnaires, document analysis and observation. The instruments were piloted in three public secondary schools in Trans Nzoia West region. Validity testing was done by the researcher being assisted by professionals who expertise in various aspects of validy. In reliability, test-retest method was administered and determined by the Cronbach alpha coefficient of a 0.7 threshold. . The analysis of quantitative data employed descriptive and inferential statistical techniques, with the aid of SPSS version 26 while qualitative data were categorized into themes corresponding to the study’s key objectives. The key findings indicated a statistically significant association between physical facilities and the academic performance of students. A Pearson correlation analysis demonstrated a significant positive relationship(0.968)between the availability of physical facilities and students’ academic performance indicating that students in schools with better facilities achieved higher scores academically. These results confirm that the presence of adequate physical facilities support better learning condition and hence improve students outcomes. It is recommended that educational policymakers invest in enhancing physical facilities to improve academic outcomes for students in public secondary schools.

Dimensions

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