Perceptions of Education Stakeholders on the Effect of Teaching Practices on Academic Achievement in Public Secondary Schools: A Case of Kakamega County, Kenya

Violet Odenda Namuhisa; Judith Achoka; Judah M. Ndiku

doi:10.51867/ajernet.5.4.72

Authors

Violet Odenda Namuhisa Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0009-0009-5896-114X
Judith Achoka Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-1958-5569
Judah M. Ndiku Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0003-1681-5282

DOI:

https://doi.org/10.51867/ajernet.5.4.72

Keywords:

Academic Achievement, Education Stakeholders Perceptions, Teaching Practices, Secondary Schools

Abstract

The purpose of this study was to determine education stakeholder’s perceptions on the effect of schools’ teaching practices on academic achievement in public secondary schools in Kakamega County, Kenya, The study was guided by School-Based Management Theory. A descriptive research design was used. The target population was 415 principals, 415 Deputy Principals, 415 directors of studies, and 33296 form four candidates of 2022. Stratified and purposive sampling technique was used. The sample comprised of; One hundred principals, 100 deputy principals, 100 directors of studies, and 400 students were chosen as the sample. The research instruments were; Questionnaires, an interview schedule, and document analysis schedule. Descriptive analysis was done using frequencies and percentages while inferential analysis was performed using Chi-square Analysis and Pearson product moment. Qualitative data was transcribed, analysed and reported according to emerging themes The Chi-square analysis indicated a significant difference between schools' teaching practices and academic achievement at a p value p < 0.05. The results indicated that there was a significant difference in their perceptions on the effect of schools’ teaching practices with regard to the effect of the academic achievement with the p value p < .001.The null hypothesis was consequently rejected. The findings indicate a notable disparity in the perceptions of education stakeholders, particularly students and deputy principals, regarding the influence of teaching practices on academic success in public secondary schools in Kakamega County. The p-value of p < .001 signifies a robust level of statistical significance, suggesting that the observed difference in perceptions is improbable to arise from random chance. As a result, the null hypothesis, which posited an absence of difference in perceptions, was dismissed. The evidence indicates a divergence in perspectives between students and deputy principals regarding the influence of teaching practices on academic performance. This may suggest that each group emphasizes or appreciates distinct facets of the pedagogical approaches, or that they possess diverse experiences and insights concerning the implementation of these practices within the educational environment. This implied that that the students and deputy principals perceived differently, the effect of the teaching practices on academic achievement. The study recommends that some teaching practices that were perceived to enhance academic achievement should be used in public secondary schools of Kakamega County.

Downloads

Download data is not yet available.

References

Amisi, E. (2016). Influence of Socio-Economic Factors on Pupils' Transition Rates from Primary to Secondary Schools in Kisumu East Sub County, Kenya. Master of Education Thesis, University of Nairobi.

Aroni, M. K. (2013). Effects of Subsidized Secondary Education on Access to Public Secondary Schools in Nyamache Division, Kisii County, Kenya. Master of Education Thesis, Kenyatta University.

Babara, M. M. (2015). Involvement of Teachers in Decision-Making: The Case of Selected Public Primary Schools in Missenyi District, Kagera Region, Tanzania (Doctoral dissertation, University of Dodoma).

Bohn, D. (2011). School principal from Escola Estadual Professora Rosentina Faria Syllos, Campinas, São Paulo, Brazil. Campinas, SP, Brazil: Correspondence and expert advice.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal. https://doi.org/10.3316/QRJ0902027

Campbell, A. (2018). Evolution education in New Zealand. In Evolution Education Around the Globe (pp. 431-446). Springer, Cham.

https://doi.org/10.1007/978-3-319-90939-4_23

Cochran, W. G. (1977). Sampling Techniques (3rd ed.). John Wiley & Sons.

England, P. (2005). Gender inequality in labor markets: The role of motherhood and segregation. Social Politics: International Studies in Gender, State & Society, 12(2), 264-288. https://doi.org/10.1093/sp/jxi014

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Hungi, N., & Thuku, F. W. (2010). Differences in pupil achievement in Kenya. International Journal of Educational Development, 30(1), 33-43.

https://doi.org/10.1016/j.ijedudev.2009.05.001

Imbega, L. J. (2017). Influence of Quality Assurance Practices on Students' Academic Performance in Public Secondary Schools in Trans Nzoia West Sub-County (Doctoral dissertation, Moi University).

Israel, G.D. (2013). Determining Sample Size. Institute of Food and Agricultural Sciences (IFAS), University of Florida, PEOD-6, 1-5.

Kamla, R. (2012). The influence of teacher participation in decision-making on their occupational morale. International Journal of Research in Social Science, 31(3), 361-369. https://doi.org/10.1080/09718923.2012.11893046

Kothari, C. R. (2004). Research Methodology. New Delhi.

Mapunda, A. S. (2011). The Effect of Large Class Size on Quality Education in Primary Schools: The Case of Ilala Municipal (Dissertation, University of Dar es Salaam, Tanzania).

McCabe, A., & O'Connor, U. (2014). Student-centered learning: The role and responsibility of the lecturer. Teaching in Higher Education, 19(4), 350-359. https://doi.org/10.1080/13562517.2013.860111

Mercy, O., & Ujiro, I. (2012). Influence of teachers' participation in decision making on their job performance in public and private secondary schools in Oredo Local Government area of Edo State, Nigeria. European Journal of Business and Social Sciences, 1(5), 12-22.

Momanyi, C. (2021). Effect of teaching management strategies on academic performance of secondary schools in Nyamira County: A focus of Manga Sub County. African Journal of Emerging Issues, 3(2), 11-30.

Moradia, S., Hussin, S. B., & Barzegarc, N. (2012). School-based management (SBM): Opportunity or threat. In International Conference on Education and Educational Psychology (pp. 1-8). Elsevier.

Mupa, P., & Chinooneka, T. I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence? Journal of Education and Practice, 6(19), 125-132.

Mutia, C. N. (2018). Administrative Factors Influencing Performance of Girls in Kenya Certificate of Secondary Education in Mixed Day Secondary Schools in Nzambani Sub-County, Kitui County, Kenya (Doctoral dissertation).

Mwangi, M. M. (2014). Influence of Principals' Instructional Supervision Practices on Students' Performance in Kenya Certificate of Secondary Education in Matuga District, Kenya (Doctoral dissertation, University of Nairobi).

Nandwa, P. (2020). Teaching Practices and Their Impact on Academic Achievement in Public Secondary Schools in Kakamega County. Kakamega University Press.

Nganga, D. G. (2011). Effects of Teaching/Learning Resources and Educational Achievement of Pupils: A Case Study of Selected Primary Schools in Shamata Zone, Nyandarua North District (Thesis, Kampala International University).

Njeru, M., & Wambugu, P. (2021). The role of teachers' instructional practices in student academic performance in East Africa. East African Journal of Education, 3(1).

Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). McGraw-Hill.

Nzoka, J. T., & Orodho, J. A. (2014). School management and students' academic performance: How effective are strategies being employed by school managers in secondary schools in Embu North District, Embu County, Kenya? International Journal of Humanities and Social Science, 4(9), 86-99.

OECD. (2018). Effective Teacher Policies: Insights from PISA. OECD Publishing. https://doi.org/10.1787/9789264301603-en

Olatunji, F. O., & Bature, A. I. (2019). The inadequacy of post-development theory to the discourse of development and social order in the Global South. Social Evolution & History, 18(2), 229-243. https://doi.org/10.30884/seh/2019.02.12

Orodho, J. A. (2018). Effectiveness of quality education in public secondary schools in Kenya. International Journal of Education and Research, 6(6), 15-27.

Republic of Kenya. (2012). The Sessional Paper, No. 14 of 2012. Government Printer.

Schwartz, A. (2012). Remedial education to accelerate learning for all. GPE Working Paper Series on Learning, 11, 1-65. https://doi.org/10.1596/26824

Soodmand Afshar, H., & Farahani, M. (2018). Inhibitors to EFL teachers' reflective teaching and EFL learners' reflective thinking. Reflective Practice, 19(1), 46-67. https://doi.org/10.1080/14623943.2017.1351353

Tsang, A. K. L. (2011). In-class reflective group discussion as a strategy for the development of students as evolving professionals. International Journal for the Scholarship of Teaching and Learning, 5(1). https://doi.org/10.20429/ijsotl.2011.050107

UNESCO. (2015). Education for All 2000-2015: Achievements and Challenges. United Nations Educational, Scientific, and Cultural Organization.

Uwezo. (2013). Are Our Children Learning? Literacy and Numeracy Across East Africa. Uwezo East Africa Report 2012.

Wachanga, S. W., & Mwangi, J. G. (2004). Effects of the cooperative class experiment teaching method on secondary school students' chemistry achievement in Kenya's Nakuru district. International Education Journal, 5(1), 26-36.

Wanjohi, A. M., & Yara, P. O. (2017). Performance in Kenya Certificate of Secondary Education examination and its relationship with students' choice of degree program. Journal of African Studies in Educational Management and Leadership, 7(1), 36-46.

Wekesa, A., & Shikuku, R. (2019). Teacher preparedness and student academic achievement in Kakamega County, Kenya. Western Kenya Education Journal, 23(2).