Students Academic Performance

ISSN: 2276-7789 ICV: 6.
05
Submitted: 17/07/2015
Accepted: 20/07/2015
Published: 31/07/2015
DOI: http://doi.org/10.15580/GJER.2015.3.071815099
Factors Influencing
Student Academic
Performance in Day-
Secondary Schools in
Kenya. A Case Study
of Migori Sub county
By
Grace Awino Odumbe

Enose M.W. Simatwa
Ayodo T.M.
Greener Journal of Educational Research ISSN: 2276-7789 ICV: 6.05 Vol. 5 (3), pp. 078-097, July 2015.
Full Length Research Paper (DOI http://doi.org/10.15580/GJER.2015.3.071815099)
Factors Influencing Student Academic Performance in

Day-Secondary Schools in Kenya. A Case Study of
Migori Sub county
Odumbe Awino Grace, Enose M.W. Simatwa and Ayodo T.M.O.
Department of Educational Management and Foundations, Maseno University
Department of Educational Management and Foundations, Maseno University
Faculty of Education, Theology & Arts, Kabarak University
Corresponding Author’s E-mail: simatwae@ yahoo. com
ABSTRACT
In Kenya, education receives the largest share of recurrent, public sector expenditure, 40%, which is aimed not only at
expanding the capacity of learning, but also to ensure that efficiency of educational investments is increased. Quality
should be maintained, so that the country’s needs for economic, social and technological development is achieved.
Despite this expenditure on education by the government, generally schools in Migori Sub County perform poorly, with
below average mean score of less than 6.0 (C), meaning that there is a lot of educational wastage. The purpose of the
study was to examine the factors influencing student academic performance in day-secondary schools in Migori Sub
County, Kenya. To achieve the purpose of the study, specific objectives were addressed; to find out the influence of
student-related factors, teacher-related factors and school location on academic performance of students in Kenya
Certificate of Secondary education examinations in day-secondary schools, in Migori Sub County, Kenya. The study
used day-secondary schools, because they were more cost-effective for providing and expanding secondary education.
Descriptive survey research design was used to explore factors influencing student academic performance in day
secondary schools in Migori Sub County. The study population consisted of 25 head teachers, 251 teachers and 1750
students. The data was collected by use of Principals’, teachers’ and students’ questionnaire and an interview schedule
for Principals. Quantitative data was analyzed using descriptive statistics such as means, frequency counts and
percentages. Qualitative data was coded and analyzed in emergent themes. The findings of the study revealed that,
absenteeism of students from school, low family income, long distance traveled by students to school and back, entry
behavior and attitude of students towards the school, resulted in poor performance. Parental level of education,
teachers’ age and teacher gender had low influence on student academic performance. The study revealed that
performance was influenced positively by early syllabus completion, affluent urban and rural school locations. Location
of schools in urban poor and rural poor environments lowers performance. This is due to lack of role models in their
immediate environment. The study recommends the strengthening of bursary scheme for needy students. The Ministry
of Education Science and Technology, the government and other stakeholders may find the findings of this study useful
in improving the performance of students in the day-secondary schools of Migori Sub county.
Key Words: Factors, Student Academic Performance, Day Secondary Schools, Migori Sub county, Kenya.
INTRODUCTION
Education is viewed as a critical investment, not only to the individual, but also to the society. Kenya’s National
Philosophy places education at the centre stage of the country’s human and economic development strategies
(Republic of Kenya, 2006). A report by the World Bank (2005) states that, education is a fundamental factor in socio-
economic and political development, as it inculcates skills and knowledge in students, preparing them to take up
roles in national development. Kenya’s progress in education has come at a stiff price, with the government’s
expenditure on education being equivalent to 7% of the country’s Gross Domestic Product. This calls for the need to
improve the overall efficiency of the system (Republic of Kenya, 2007). Competition for secondary school education
has steadily intensified with the situation being worsened, by the huge increase in primary enrolment following the
introduction of Free Primary Education) in 2003. Republic of Kenya (2010), reports that in Kenya, the number of
secondary schools has increased from 6,485 in 2007 to 6,566 in 2008. In response to the challenge of increased
enrolment in secondary schools, the government has put a lot of emphasis on education. This is evidenced in more
than ten reviews by special commissions and working parties, such as the Koech Commission of (1999).
www.gjournals.org 78
Furthermore, the government has committed itself to developing sector policies and implementation strategies, to
ensure the provision of relevant and quality education, training and research to Kenyans. This is because education
is one of the critical sectors that contribute to the transmission of skills and knowledge to Kenyans, (Republic of
Kenya, 2010). Enrolments in secondary schools have steadily increased over the years, due to education being
viewed as a tool for the realization of a wide range of important benefits. These include increased economic growth,
enhanced productivity across sectors and increased individual earnings (Republic of Kenya, 2006). Records by
United Nations Development Programme (2008), on Free Primary Education revealed that, the growth of secondary
schools, has not matched the increased enrollments from primary schools. The total enrolment in the former stands
at 1.18 million students as compared to 3.7 million children, of primary school going age, (Republic of Kenya, 2008).
This concurs with the Ministry of Education, (2006) which stated that, in Kenya, less than half of the pupils who sat
for Kenya Certificate of Primary Education examination, in the year 2005, managed to gain access to secondary
education. The ratio of boys was higher than girls. This concurs with Novicki (2012) who states that, the gender gap
in education remains wide, with female literacy rates well below those of males in most Sub-Saharan African
countries. The gender gap has declined but girls still drop out more often than boys, due to parents’ preference to
educate boys, poverty, sexual harassment, pregnancy and early marriage (World Bank, 2002).
With the reality of Free Primary education, enrolments have increased and secondary schools must expand
to take up this increased enrolment. Ministry of Education (2005) noted that, secondary education is an immediate
priority, as Kenya's education stakeholders consider how to accommodate, the hundreds of thousands of new
primary school students, who seek places in secondary school. Strategies are put in place by the government to
provide equal opportunities for all Kenyans. The demand for education by Kenyans is a reflection of their
expectations of the returns that can accrue from education. Besides continued numerical expansion of education
opportunities, the Ministry of Education is keen on enhancing access and improving quality of education at all levels
and training (Republic of Kenya, 2006). Thus in Kenya, the government is committed to developing her human
resource by providing quality education to all her citizens in order to meet her manpower demands, eradicate
illiteracy and improve standards of living.
Education sector plays a critical role in production of skills and competencies. In order to participate
effectively in the development of her economy, issues of access, quality, internal and external efficiencies in the
education system remains (Republic of Kenya, 2010). UNESCO (2011) reports that, “ the increased demand for
secondary education has led to greater cost–sharing, resulting in the establishment of day schools being a more cost
effective way of providing and expanding secondary education”. This is due to the tight limits of public resources, and
competition for the same resources by other sectors of the economy. The education sector, through various strategic
plans, must provide strategies for optimal utilization of the resources allocated to the sector. Economic Recovery
Strategy (2007) stresses that; strategies are put in place by the government, to provide equal opportunities for all
Kenyans. This is to allow all citizens to productively and self reliantly participate, in employment and wealth creation
by investing in education. Despite the government’s commitment to developing her human resources, certain
disparities have been noted to affect the quality of education and overall performance in day-secondary schools
located in Migori Sub county. As a result of the disparities noted, the rural or low potential areas have been neglected
despite the fact that they comprise 70 per cent of the country and 60 per cent of Kenya's population (Republic of
Kenya, 2005). These variations in performance of secondary schools has raised a lot of concern because education
is the key to creating, adopting and spreading knowledge. The gains in access to education have been unevenly
distributed, with the poor seldom getting their fair share. A report by United Nations International Children and
Education Fund, through the Republic of Kenya (2009) noted that, there was a distinct difference in Nyanza region,
between the kind of education offered to the rich and the less privileged, with the latter being the majority of the
population in the Sub county . As Ndege (2011), reports, the Sub county and Nyanza region as a whole is
characterized by, high unemployment rate and a high poverty index at 63%. She further observes that, the
government is keen on developing education in Nairobi, at the expense of other areas, with most national schools
and main universities being located in the region. The United Nations (2001) noted that: “There is pronounced rural-
urban disparity in economic development in Kenya. This has mainly been the outcome of an underlying economic,
ideological and socio-cultural orientation that perceived rural areas as peripheral to urban areas…Consequently;
there was a policy bias in favor of urban areas with the result that rural areas have been left behind in many spheres
of development.” p.36. Performance has often varied depending on the location of the secondary schools. Despite
schools having the same syllabus, disparities in performance have been noted every year in the Kenya Certificate of
Secondary Education examinations. UNESCO (1981) explains that, most of the students from day-secondary
schools end up disadvantaged in a society, where academic qualifications are a prerequisite for higher learning or
consideration for training, in government institutions and the private sector. Enrolment has increased in Migori Sub
county. The area has a total population of 28 secondary schools, comprising 25 day and 3 boarding secondary
schools. The mean scores in Kenya Certificate of Secondary Education of the day-secondary schools were noted to
have been lower than that of the boarding secondary schools, yet the former are the majority. In the year 2010 the
average mean scores of the day-secondary schools in Migori Sub county was lower than that of the boarding
schools. This is a matter of serious concern, as the majority of secondary schools in Migori Sub county are day-
secondary schools.
Policy makers and educators face the twin challenge of reducing expenditure on education, while expanding
educational opportunities for Kenyan children. Despite the need to expand the existing secondary school
opportunities, by establishing day schools, the quality of education must be maintained in these schools. World Bank
(2012) reports that, most measures to improve quality have serious implications on cost. Kenya is faced with the
issue of increased enrolment levels, how to take care of this, and still be able to provide quality in the educational
system. She must find a justification for using the country's 40% of recurrent expenditure, on education. The increase
in expenditure on education is aimed at increasing enrollment, and enhancing access to education. Educational
systems should attempt to achieve maximum internal efficiency, through the management, allocation and use of
resources available, to increase the quantity and quality of education. As UNESCO (2011) observes, when retention
is facilitated and achievement boosted, the efficiency of educational investment is achieved. In Kenya, the demand
for access to higher quality and more efficient secondary education, is growing fast. This has followed the
introduction of free secondary education in 2008 (Republic of Kenya, 2010). According to World Bank (2002a),
efficiency refers to, the ability to produce the desired results with minimum efforts, or producing the finest product at
the lowest cost. Since the turn of the century, recurrent expenditure on education has accounted for about 35 percent
of the overall, annual, government recurrent budget. Tuition fees were waived in 2008 but the effects of this will take
some time to be seen. Nevertheless, there has been a significant absolute increase in the number of secondary
school students in recent years (Republic of Kenya, 2007).
For nearly all African nations in the years to come, especially after the introduction of Universal Free Primary
Education, the biggest challenge with respect to secondary education is expansion. There is need to satisfy the ever
increasing demand for admission to schools, with the limited secondary school places. With the implementation of
Free Primary Education in January 2003 in Kenya, enrolments increased from 5.9 million in 2002 to 7.6 million in
2006. Further, the transition rate from primary to secondary level, recorded an upward trend from 60% in 2007 to
66.9% in 2009, due to the waiving of tuition fees by the government. Nyanza region has recorded one of the highest
Net Enrolment Rates of 97.8 percent, while the national average is 83.2 percent (Republic of Kenya, 2010). The
objectives of the World Bank to support secondary education projects includes, expansion of secondary education
and improvement of quality and efficiency in these schools. This is due to secondary education being recognized as
the crucial link, between primary education, tertiary education and the labor market. Furthermore, human resource
development offers opportunities for narrowing inequalities, and improving the general wellbeing of individuals
(Economic Recovery Strategy, 2007). Education equips citizens with understanding and knowledge that enables
them to make informed choices, about their lives and those facing the Kenyan society. There is need to ensure
education is of quality standard, and its contents should be relevant to the needs of the economy and society
(Republic of Kenya, 2007). Table 1 shows the mean scores in Kenya Certificate of Secondary education for day-
secondary schools in the Migori Sub county, 2009 indicating the poor performance in the Sub county which
motivated this study.
Migori Sub county Education Office has a total of 28 secondary schools with 25 being day and 3 boarding
schools. Out of the 28 secondary schools, 7 of them scored mean scores below 4.0, 5 schools below 5.0 and 9
below 6.0. In the Kenya Certificate of Secondary Education 2010 examination results out of 28 schools, only eight
schools obtained a mean score of above 6.0, while 20 scored below 5.0. The overall performance in day-secondary
schools in Migori Sub county in Kenya Certificate of Secondary Education was below average, 6.0 (C). There was
need to establish the factors that influence performance in day-secondary schools in Migori Sub county, Kenya.
Majority (25/28) of the schools within Migori Sub county were day-secondary schools which performed poorly, unlike
the boarding schools that performed above average. Since the former were the majority of schools in the Sub
County, there was need to establish the factors influencing the academic performance of students in these schools.
Table 1: Mean Scores for Secondary Schools in Kenya Certificate of

Secondary Education Examinations in Migori Sub county , 2009
School Mean score
1. 6.82
2. 6.10
3. 5.73
4. 5.14
5. 5.02
6. 4.56
7. 5.06
8. 4.03
9. 3.72
10. 6.0
11. 3.96
12. 3.89
13. 3.83
14. 3.09
15. * 7.38
16. 6.33
17. 5.7
18. 4.59
19. 3.43
20. * 7.32
21. * 6.7
22. 6.0
23. 5.71
24. 5.55
25. 5.28
26. 4.41
27. 4.38
28. 3.11
* Boarding Secondary Schools
Source: S.C.E.Os Office, 2010
RESEARCH QUESTIONS
The research questions relating to Migori Sub-County were:
i) What is the influence of student related factors on performance of students in day-secondary schools in
Kenya Certificate of Secondary Education Examinations?
ii) To what extent do teacher related factors influence performance of students in day-secondary schools in
iii) What is the influence of location of school on the performance of students in day- secondary schools in
SYNTHESIS OF LITERATURE ON FACTORS INFLUENCING STUDENT ACADEMIC PERFORMANCE IN DAY

SECONDARY SCHOOLS
According to Psacharopoulos and Woodhall (1985), students are considered as inputs in the educational sector, and
the output expected is student achievement. It is worth noting that, the performance of day-secondary schools may
be affected by, the entry behavior of students, their prospects in life, and the opportunities offered by the immediate
surroundings of the school. This can either encourage the students to hard work and achievement, or demotivate
them. This is consistent with the findings of a study by the United Nations Children’s Fund in 38 countries in Sub-
Saharan Africa, which reported that, many adolescents drop out of school, if they are admitted in low performing
schools (World Bank, 2012). The present study sought to determine the influence of student-related factors on
performance. As population increases, there has been a rise in the number of poor households, which are unable to
meet the demand of cost- sharing in education. Although many children would like to attend school, and their parents
would like to send them to school, most low and middle income groups are not able to do so. As Deolalikar (1999)
observed, secondary school fees constitutes a very high proportion of household income. The implementation of
cost-sharing programmes has culminated, in the decline of school enrolment figures. The fees charged in secondary
schools has risen greatly, encouraging high levels of absenteeism (Republic of Kenya, 2005). Absenteeism of
students leads to a lack of continuity in learning, negatively affecting the overall performance and mean grade of the
schools in national examinations. Gender disparity in school enrolment has been noted, whereby, most parents
prefer to educate boys to girls. World Bank, (2002a), states that, in the developing countries, girls as contrast to
boys, are vastly neglected on the rights of education. In this regard, some girls could go back home for fees and stay
there forever. World Bank (2012), concurs with this view stating that, the problem of gender bias on education is
common, especially in developing countries. Further, according to the United Nations girls make up 46 percent of
primary enrolment, which then takes a huge drop to 16 percent in secondary school enrolment. As a result, girls
comprise the bulk of those locked out of school by financial and cultural constraints (World Bank, 2002a). Republic
of Kenya (2008) states that the government has brought reforms to solve the problem of student absenteeism in
secondary schools, due to lack of school fees. This has been done through the disbursement of bursary to needy
students in secondary schools, through their respective constituencies. Secondary school bursaries target vulnerable
groups such as orphans, girls and children from poor families in slum areas and pockets of poverty in high potential
areas and ASAL Sub county s. Studies carried by the UNESCO and the Kenya Institute for Public Policy Research
and Analysis, noted that, pupil absenteeism is chronic in Kenya’s public education system. This may be contributing
to academic shortfalls in national examinations (World Bank, 2002a). The study attempted to establish the influence
of absenteeism on student academic performance in day-secondary schools in Migori Sub county.
The performance of day-secondary schools is determined, by the performance of the individual students in
the schools. Parental income is a major contributing factor to retention of students in schools, as it influences their
regular attendance. Asikhia (2010) observes that, the higher the level of households income, the higher the
probability of school retention of students. This allows for effective syllabus coverage, thus enhancing school
performance. This concurs with Republic of Kenya (2006) which states that, the high cost of schooling accounts for
30%, of those unable to access education, at secondary level. He further observes that, most parents of students in
day-secondary schools, especially in the rural areas, are peasants whose land produce does not pay constantly and
regularly. Increased demand for secondary education due to Freee Primary Education has increased the current
transition from primary level to secondary level. UNESCO (2000) agrees that, there has been tremendous increase in
both the number of secondary schools and in student enrollment. This is in response to the rapidly increasing
number of primary school graduates, seeking entry to the secondary level. There’s need to provide targeted support
for poor parents and development of more day schools, especially in high population density areas. Rumberger
(2009) states that in large poor families, some siblings may be forced to drop out of school completely to complement
the family income for the most basic needs. A study by Okumu (2008) in Uganda, on socio-economic determinants of
school dropout established that, family size, contributed to 37.6% drop out of pupils from primary schools. The
present study, intended to establish the influence of low family income, and number of siblings, on student
performance in day-secondary schools. Economic disparities have been found to be closely related to regional
disparities, in the sense that, some schools are far from each other and attendance more difficult. According to
Psacharopoulos and Woodhall (1985), quality indicators of education refer to the completion and transition rates.
Quality also determines efficiency and effectiveness at any level of education. Since education is crucial in enhancing
the quality of individual life and that of the country, there is need to emphasize policies that accelerate access,
enrolment, completion and quality of education in day-secondary schools of Kenya. Republic of Kenya, (2005)
reports that, in Kenya, the lack of schools, great distances traveled by students, overcrowding and shortcomings in
the training of teachers, has put the countryside at a real disadvantage, in comparison to the urban areas. The
government is committed to the provision of quality education, in accordance with the Kenyan law and the
international conventions, such as the Education for All Goal. She is developing strategies for moving the country
towards the attainment of this goal (World Bank, 2012). The challenge therefore, is to address educational issues to
improve quality of secondary education to all Kenyans. The current study intended to establish the influence of
distance travelled by students to school, on student academic performance in day- secondary schools in Migori Sub
county, Kenya.
Teachers play an imperative role in the quality of education offered in schools. They are indispensable
elements in the teaching and learning process, and in most developing countries, constitute the main agents of
transmission of knowledge (Republic of Kenya, 2008). The teacher resource is one of the most important inputs, into
the education system. Therefore, efficient management and utilization of teachers is critical, to the quality of learning
outcomes, in terms of student performance (Republic of Kenya, 2005). It further states that, the government through
the Ministry of Education has the responsibility, of providing and coordinating education, and training in the country.
This is due to the teacher resource being a vital input into the education process, because they are responsible for
delivery of the curriculum. Furthermore, trained teachers have mastery of subject content and appropriate teaching
methods, that enhance learning and performance, (Republic of Kenya, 2006). Schools that have large numbers of
qualified teachers have higher mean scores in national exams than the ones with less qualified teachers. A research
carried out in Chile and India found that, student achievement drastically improved, particularly in mathematics and
science, if a teacher was trained. Grissay and Mahlick, (2000) concurs that, for performance to be improved in day-
secondary schools, in-service courses in management and pedagogical support for teachers are necessary. This has
led to high number of trained graduates heading secondary schools through a recent policy of the Ministry of
Education, preferring to promote graduates to the positions of school leadership for high academic performance and
utilization of resources (Republic of Kenya, 2010). However, Psacharopoulos and Woodhall (1985) argue that
students do almost as well when studying under untrained teachers as they do when studying under trained
graduates from university. This contrasting view is supported by Asikha (2010) who noted that, teacher’s qualification
and students’ environment do not influence their poor performance. He stresses further that, teachers’ methods of
teaching influence poor academic performance. Deolalikar, (1999) on the other hand indicated that, students’
performance, is correlated with the length of experience and qualification of the teacher. A study by Ngala (1997), in
Eldoret Municipality, Kenya, found that, professional training, enables teachers to impart knowledge more efficiently,
than their untrained counterparts. He also noted that, a trained teacher can effectively supplement the deficiencies of
the school system, where educational resources are limited. His findings revealed that, the most significant predictor
of high pupil academic achievement is teacher motivation. Fleshman (2005) concurs that, teachers are key to
improving learning in schools. Therefore, it is important to implement a rigorous system of pre and in-service teacher
development, as it helps to strengthen teacher quality. In support of this view, the Republic of Kenya (2006) reports
that, the government through the Ministry of Education, has the responsibility of providing and coordinating,
education and training in the country. The current study, sought to establish the influence of teacher qualification on
the performance of day-secondary schools of Migori Sub county.
Rapid growth of the primary sector due to Free Primary Education has resulted in growth of total enrolment
in secondary schools. One of the targets outlined in Sessional Paper No. 1 (2005), is achievement of a transition rate
of 70 percent, from primary to secondary school level. This has resulted in the need for more teachers in secondary
schools. Secondary school teacher distribution in Kenya, has not been equitable both in subjects, and also between
regions. This is in agreement with Cowell and Holsinger (2000) who stated that, among the myriad problems
plaguing education in Africa, is the low quality of schooling, with overly large class sizes. They further observe that,
the average number of students per teacher, is higher than in any other world region except South Asia, thus low
achievement. Rural areas have a deficit of trained teachers because, the ones posted there, leave at the least
opportunity to go to areas near urban centres (Malenya, 2008). As a consequence, difficult and remote areas
continue to suffer teacher shortages. Fleshman (2005) notes that, in cases where there were few teachers, the lower
forms, 1and 2, are ignored, as more attention is paid to the examination classes. This negatively affects the overall
performance of schools because it lays a poor foundation for the students. To solve the problem of uneven teacher
distribution, the government has developed a new teacher recruitment policy, based on the need for teachers and
guided by the availability of resources (Republic of Kenya, 2005).This strategy is aimed at ensuring efficiency and
effectiveness, in the supply of teachers to schools. Strategic Plan, (2006), reveals that, the current policy of recruiting
teachers where vacancies exist is aimed at redressing the uneven distribution of teachers. Although several
researchers differ on the effect of teacher-pupil ratio on performance, a study by Grissay and Mahlick (2000) in Asia,
found positive correlation between low pupil-teacher ratio and student performance in national examinations.
Kipkoech (2004) agrees by noting that, high pupil-teacher ratio discourages student–teacher interaction than low
pupil-teacher ratio. This encourages individualized instruction, which improves teacher effectiveness, hence
performance. The Kenyan government is currently reviewing staffing norms, in order to ensure equitable distribution
of teachers as their shortages, hinder delivery of quality education (Republic of Kenya, 2010). With education
consuming approximately 7% of the Gross Domestic Product there is need to utilize the teacher resource optimally,
as two-thirds of the budgetary allocation for education is consumed by teachers’ salaries (Republic of Kenya, 2006).
The current study attempted to establish the influence of teacher-pupil ratio on performance, in day- secondary
schools of Migori Sub county . Several reasons have been given for poor performance, in national examinations
between schools. Some have attributed to indiscipline and lack of facilities in some schools, while the others feel that
the fault really lies with the examinations, and the way they are set (Ministry of Education, 2005b). Further it states
that, in Kenya, the education system has been observed to have a wide curriculum, and the four years allocated for
the coverage is considered inadequate. Curriculum reforms have been undertaken at all levels of the education
sector to rationalize and make the syllabus more flexible. This will reduce curriculum overload, improving its
relevance and incorporating emerging issues. The Ministry of Education recognizes the need for regular reviews of
the curriculum. This has resulted in the Technical, Industrial, Vocational and Entrepreneurship Training sub- sector
undertaking modularizations of the syllabus, to make it flexible and reduce curriculum overload (Republic of Kenya,
2007). With early completion of the syllabus, the teachers are able to prepare the candidates effectively, thus
improving the overall examination performance of the school. World Bank (2012) also notes that, the curriculum
should be adopted to reflect the real needs, conditions and aspirations of the society. The study sought to determine
the influence of syllabus completion on student academic performance in day-secondary schools of Migori Sub
county.
Virtually, every social and economic indicator shows the extreme inequalities that exist between rural and
urban areas in Kenya (Republic of Kenya, 2006). Performance has also often been found to vary depending on the
locale of the secondary schools, either rural or urban. Despite these two categories of schools doing the same
examinations and following the same syllabus, disparities in performance have continued to be noted every year.
Appendix E shows the performance of secondary schools in the Kenya Certificate of Secondary Education
examinations of 2009, in Migori Sub county . Several reasons have been given to account for these variations of
performance of day-secondary schools. Some authors like Malenya (2008), attributes it to teacher’s method of
teaching, while Griffins (1996) attributes it to lack of facilities and discipline in the schools. Most developing countries
are at the early stages of analyzing their situations and developing programmes that address such problems.
Students who perform poorly in the Kenya Certificate of Secondary Education examinations end up disadvantaged in
a society where, it is not just a matter of acquisition of Education, which counts if one is to get employment, but
rather, the attainment of quality education (Republic of Kenya, 2007). The variations in performance of secondary
schools have raised concern because of the large degree of wastage. A solution therefore, needs to be found. The
Kenya National Development Plan for the period 1997-2001 acknowledges that, Kenya faces serious problems in the
education front, primarily relating to the decline in the quality of education. Co-ordinated and comprehensive
educational systems for the rural areas, should provide for the young people in school and out of school, an
opportunity to compete on equal terms with their urban counterparts. United Nations (2001) observed that, children
from rural areas are intellectually and educationally inferior, to their urban counterparts. In their study, they frequently
showed that urban children perform better on standardized tests of attainment than rural children. It further attributed
this to be due to lack of challenge and intellectual stimulation in rural environments. These findings could not be
supported and applied to day-secondary schools in Kenya, without qualification as regards performance, since every
region is unique. However, Mensh (1997) disagrees with the idea of location affecting quality of education. He
observes that, when either academic or post school performance is used to measure school quality, it is necessary to
control for the effect of non-school factors. These include innate ability, family background and early childhood
education.
The Kenyan government is determining ways of improving performance in day- secondary schools. Adelube,
(2004) observed that, there should be equity in the provision of quality of education offered in schools, because of
the great importance that education has, on the national development of the country. This will allow Kenyan students,
to equally participate in economic development in the country. Thus, the vicious cycle of rural poverty may be
alleviated. The demands of students in day-secondary schools in rural areas, allows them little opportunity to
effectively complete the syllabus (UNESCO, 2000). With early completion of the syllabus, the teachers are able to
prepare the candidates effectively, thus improving the overall examination performance of students in the day-
secondary schools. Curriculum reforms have been undertaken at all levels of the education sector to make the
syllabus more flexible, favoring neither the rural nor urban child. World Bank (2005) observed that, teachers in rural
areas are demotivated, as they are forced to teach in remote and inaccessible areas, where parents are too poor to
motivate them. This is unlike the urban day-secondary schools, where teachers are rewarded for their efforts by
parents, through cash remunerations or promotions of individual teachers.
Novicki, (2012) noted that students from rural areas are disadvantaged in performance over their urban
counterparts, because books for use in schools, rarely include materials reflecting the rural environment.
Examinations have been used as a cognitive measure of internal efficiency, knowledge and skills acquired in school,
yet they do not take into account the environment. This puts the child in the rural area at a disadvantage over his
urban counterpart. In the immediate future, if the curriculum using the environment of the child in the rural area is to
be followed, examinations must take account of it. As Deininger (2003) confirms, education is not considered as a
priority in rural areas. This is because the type of education provided for some children, does not fulfill their needs or
aspirations. The failure by the educationists to make the school curriculum more relevant, to the rural children, has
led to their marginalization. This is because, the curricula are largely, urban biased. Content analysis of books, has
also been observed to reveal biases, in favor of urban children. This is despite the fact that, the qualifying
examinations at Kenya Certificate of Secondary Education , are the same for both. The high cost of schooling
accounts for 30% of those unable to access education at secondary level (Ministry of Education, 2005a). This is
because most parents of students in rural day-secondary schools are peasants, whose land products do not pay
constantly, and regularly. UNESCO (2000) confirms that, in urban areas, school attendance is often three times
greater, than in rural area. This is due to the economic ability of the parents. Students in rural day-secondary
schools, also have difficulty in buying necessary material that assists learning. In addition, absence from school,
negatively affects the performance of students in these schools. This affects the performance of day-secondary
schools in the rural areas (Daily Nation, 2002, April 22nd). The study aimed at determining, the influence of selected
factors, on performance of students in day-secondary schools of Migori Sub county , in national examinations.
CONCEPTUAL FRAMEWORK
The study was based on the conceptual framework (Figure 1).
INDEPENDENT
VARIABLES DEPENDENT VARIABLE
• Student related factors

• Teacher related
factors Student Academic Performance
• School location
- Urban
- Rural
INTERVENING VARIABLES
• Parental level of education
• Family income
Figure 1: Conceptual Framework showing Factors Influencing Performance of

Students in Day-Secondary Schools.
A conceptual framework was used to help focus on the variables in the study. A school with high academic mean
score is considered more efficient than one with low examinations scores (Fuller, 2011). Thus student’s academic
performance is a function of independent variables such as student-related factors, teacher-related factors and
influence of school location. The intervening variables were, student entry behavior, pupil-teacher ratio, low family
income, student absenteeism, long distance travelled by students to school. The intervening variables are used to
explain relationships between observed variables such as, independent and dependent variables in empirical
research (Mugenda & Mugenda, 2003). Dependent variables are the students’ academic performance. Students
related factors such as absenteeism leads to low performance because learners fail to cope with the work. The
location of the school either rural or urban influences performance as the environment can either encourage the
learner to hard work or demotivate them, thus lowering performance World Bank, (2012).Teacher qualification
experience motivation and attitude have significant impact on academic performance of pupil. All the variables had
influence of academic performance of students in day-secondary schools, in Migori Sub county , Kenya. The internal
efficiency of education concerns the relationship between the independent and intervening variables and how it
influences the dependent variable. The dependent variable of education systems is measured by examinations
scores. From the conceptual framework, the study was aimed at determining the effect of selected variables namely,
teacher-related factors, location of school and student related factors on school performance.
RESEARCH METHODOLOGY
Descriptive survey research design was used in this study. The study population consisted of 25 Principals, 251
teachers and 1750 students. The sampled population consisted of 22 Principals, 84 teachers and 210 students were
selected through proportion sampling technique, to guarantee that variable categories with small proportions of cases
in the population were adequately represented in the sample. The data was collected by use of Principals’, teachers’
and students’ questionnaire and an interview schedule for Principals. The instruments were validated by experts in
Educational administration. Reliability of the instruments was established through a pilot study to remove ambiguities
in the instruments. Quantitative data was analyzed using descriptive statistics. Qualitative data was coded and
analyzed in emergent themes.
RESULTS
The demographic characteristics of the Principals, teachers, students and school data were as shown in Tables 2, 3
and 4.
Table 2: Data of Principals and Location as reported by Principals (n=21)

Principal’s characteristics Frequency Percentage
(f) (%)
Academic/Professional Qualifications
Graduate Teachers 18 85.7
(B. Ed Arts & B .ED Science) P.G.D.E Graduates 02 9.5
S1 Trained (Diploma) 01 4.8
Untrained Teachers - -
Headship Experience
Less than 5 years 05 19.05
6-10 years 10 47.62
Above 11 years 04 33.33
Location of Schools
Urban 05 23.8
Rural 16 76.2
Table 2 shows the demographic characteristics of the principals interviewed for the study, indicating
academic/professional qualifications, headship experience in the present school and location of their schools. Table
2 shows that majority 18 (85.7%) of the Principals, were graduate trained B.ED Arts and B.Ed Science teachers,
followed by 2 (9.5%) P.G.D.E graduates and only 1(4.8%) of them being S1 trained (Diploma). This implies that the
qualification of the head teacher is significant, as enduring problems of day to day operations and control of the
school, falls directly on them. Grissay and Mahlick (2000) observes that, for performance to be improved in day-
secondary schools, in-service courses in management and pedagogical support for Principals are necessary. From
the interviews conducted, majority 10(47.6%) of the head teachers had headship experience of 6-10 years, followed
by 7(19.1%) with less than 5 years and 4(33.3%), above 11 years. This implies that most of the Principals have been
in their current stations for less than 10 years. There has been a recent policy of the Ministry of Education, preferring
to promote graduates to positions of school leadership. There is a well developed capacity building programme,
covering all levels of the education system, to be able to ensure effective leadership and utilization of resources
(Republic of Kenya, 2010).
Table 3: Data of Teachers and Location as indicated by Teachers (n=84)

Teachers’ Frequency Percentage
Characteristics (f) (%)
Academic/Professional Qualifications
Graduate Teachers 66 78.6
(B. Ed Arts & B. Ed Science).
P.G.D.E. Graduates. 08 9.5
S1 Trained (Diploma). 06 7.1
Untrained Teachers. 04 4.8
Location of School
Urban 20 24
Rural 64 76
Table 3 indicates the academic/professional qualifications of teachers, used to collect information during the study.
Majority of the teachers 66 (78.6%) were trained Bachelor of Education, Arts and Science teachers. This was
followed by 8 (9.5%) who were P.G.D.E. graduates, followed by 6 (7.1%) diploma teachers and 4 (4.8%), being
untrained teachers. The high percentage of trained teachers shows the government’s commitment to ensure that the
standards of education are not compromised, in day-secondary schools. This is because teachers contribute
significantly, to the kind of performance achieved in schools, in terms of student and school mean scores. A
significant positive correlation between performance and teacher qualification, is reported by Kathuri (1986) in his
study in Kenya. In the study, Kathuri found that, in schools where less than 90% of the staff are qualified teachers,
the performance index was 5.5, and where more than 90% were qualified, the performance index was 6.0. Thus the
study indicated that, the higher the percentage of qualified teachers, the higher the performance in examinations.
Table 4: Data of Students and Location as indicated by the Students (n=210)

Student Frequency Percentage
Characteristics (f) (%)
Gender
Male 134 63.8
Female 76 36.2
Age in Years
13 – 14 16 7.62
15 - 17 74 35.24
18 & above 120 57.14
Location of School
Urban 50 23.8
Rural 160 76.2
Table 4 indicates the gender, ages and school location of students. The Table shows that, majority 134 (63.8%) of
the respondents, were male students while female students were 76(36.2%). This implies that, girls´ retention in
secondary school is lower than that of their male counterparts. This is in agreement with the findings by Oloo (2003)
in her study, on gender disparity in mixed day-secondary schools in Migori Sub county, Kenya. She noted that, girl’s
retention in secondary school was lower than that of their male counterparts, and this negatively influenced the
former’s performance. Most students 120 (57.14) were aged 18 years and above. This is followed by the age bracket
of 15-17 years, 74 (35.24%), and between 13-14 years were only 16 (7.62%). This implies that most students joined
primary school at older years. This late enrolment may be due to the students being used to provide labor at home in
taking care of their younger siblings, or due to inadequacy of funds for fee payment (Fuller, 2011). The event of Free
Primary Education may have resulted in the late enrolment, as adult people were keen to learn. In this case, it is
expected that with a favorable learning environment, they should perform better. Majority of the student respondents
160 (76.2%) were from the rural day secondary schools and 50(23.8%) were from the urban schools. This is as a
result of rural day secondary schools being the majority in Migori Sub county, 16 (76.2%) while the urban are 5
(23.8%). Appendix E indicates the mean scores in Kenya Certificate of Secondary Education examinations, 2010, of
the secondary schools in Migori Sub county. The results from the table imply that, the performance of secondary
schools located in Migori Sub county, is generally below average. The schools that managed to get a mean score
above 6 (C) were 8 schools out of 28, with three of them being boarding secondary schools. The mean average
score for the Sub county was 5.1099 by 2010 Kenya Certificate of Secondary Education examination results. Four
out of 25 day secondary schools had an average mean score of 6.0 (c) in the 2010 Kenya Certificate of Secondary
Education examinations. This study sought to determine the factors influencing performance in these day-secondary
schools, as they are the majority in the Sub county. This will ensure maximum utilization of available resources.
Research Question 1
The research question responded to was: What is the influence of student-related factors on the performance of
students in day-secondary schools in Kenya Certificate of Secondary Education examinations? The responses to the
question by the Principals, teachers and students are as shown in Table 5.
Table 5: Ratings of Principals, Teachers and Students on influence of Student-Related factors on Academic
Performance in Day-Secondary Schools in Kenya Certificate of Secondary Education 2009 – 2010
Student Factors Mean Ratings
Principals Teachers Students
Absenteeism of students affects performance negatively 4.57 3.86 4.16
Low family income lowers school performance 4.43 4.29 4.10
Low entry behavior of students lowers performance 4.14 4.00 4.07
Long distance from students’ home to school lowers 3.57 3.43 4.40
performance
Poor means of transport to school lowers performance 3.43 3.00 3.62
High number of siblings negatively affects performance 3.14 2.29 3.13
Low parents’ level of education negatively influences performance 2.86 3.0 2.68
Interpretation of mean ratings: 1.00 - 1.44 = Very Low; 1.45 - 2.44 = Low; 2.45 - 3.44 = Moderate; 3.45 - 4.44 =
High; 4.45 - 5.0 = Very High.
Table 5 shows the mean ratings on the influence of student’s related factors on performance.
Absenteeism of student’s affects performance negatively, had mean rating, of 4.57 and 4.16 from head teachers and
students respectively, while teachers rated it at 3.86. Asked further how often they missed school, the students
gave various responses as shown in Figure 1.
Never
26%
Quite often
6% Rarely
61%
Often
7%
Figure 1: Absenteeism of Students
Data shows that 61% of the students rarely miss school while 26% say, they never miss school at all. Seven percent
of the students said they miss school often with, 6% saying they miss quite often. The day-secondary school
attendance rates of students that were on the higher side, may be attributed to the literacy campaigns by the
government and proximity to urban centers within the Sub county (World, 2012). It appeared that most students
appreciated the value of going to school, and thus gave themselves to it. Some students gave the reason for missing
as, long distances between school and home. Low family income lowers performance, had mean ratings of 4.43 by
head teachers, 4.29 by teachers and 4.10 by students. Low entry behavior lowers performance had high rating of,
4.14 by head teachers, 4.0 by teachers and 4.07 by students. According to the respondents, performance of students
was negatively influenced by the low entry behavior of students, below 249 marks at Kenya Certificate of Primary
Education on admission. Long distance from students’ home to school lowers performance was rated by head
teachers at 3.57, by teachers at 3.43 and by students at 3.40. The respondents agreed that long distances travelled
by students to school, had a negative effect on their performance and overall school mean score. Questionnaire
findings indicated that, majority 149 (71%) of students hailed between 0 to 5 kilometers from the school. They find it
easier to reach school, in comparison to 61 (29%), who hailed from 6 kilometers and above. Given that all the
schools dealt with were day schools, this percentage was big. Distances above 5 kilometers do not augur well for
concentration and strength, due to exhaustion from traveling long distances. Poor means of transport to school
lowers performance, had mean ratings of 3.43, 3.0 and 3.62 from head teachers, teachers and students respectively.
This shows that means of transport used to school influenced performance of students, as majority of the students
149 (71%) hailed from distances of 0-5km. When the students were asked in the questionnaire what means they use
to come to schools, the students’ responses were as shown in Figure 2.
Figure 4.2: Bar graph showing Transport used by Students to School as

reported by Students (n=210)
From Figure 4.2, most students, 147 (70%) went to school on foot, while 17 (9%) ride bicycles to school with the
remaining 46 (22%), taking vehicles to school. The proximity of learning place to the homes of the learners, is an
important factor that enhances attendance in day schools. Asked further whether they liked their school, 179 (85%)
of the students responded in the affirmative with the other 3 (14.8%) saying no. This revealed an overwhelming liking
for the schools, by the students. Those who did not like their schools were asked to state reasons. Lack of teachers
was given by 21 (10%) of the students, as the leading factor that made students not like their schools. Lack of books
was cited by 6 (3%), as well as lack of laboratory 4 (2%) and deteriorating standards in academic performance 6
(3%). When asked to say why they chose the schools where they were learning, the students gave their reasons.
Majority 105 (50%) of the students stated that, the fees was affordable in the schools. Sixty five of them (31%) chose
the schools, because they were easily accessible. Thirty-six of them (17%) said that, good performance of the
schools in national exams, attracted them while 31(15%) chose the schools due to parental influence. Eleven (5%) of
the students, indicated that the discipline in the school attracted them to join while, 23 (11%) accepted the invitation
by the schools, due to their entry level behavior. A total of 17 (8%) chose the schools, because of their good
reputation while, one student chose the school because of sports and another due to religious affiliation.
High number of siblings negatively affects performance, was given ratings of 3.14 by head teachers, 2.29 by
the teachers and 3.13 by the students. The responses by the head teachers and students implied that students who
have high number of siblings, may have their performance negatively influenced.
Figure 4.3: Bar graph showing Number of Siblings for Students across Gender
From the Figure, a total of 76 (36%) of the students interviewed had over 5 siblings. The majority of students (81.9%)
had between 3-4 siblings, while 21 (10%) of the students had siblings beyond 5. This provides a strain in the
financial ability of the family, reflected more in the provision of secondary education. The school attendance of the
students at secondary level impacted on the families in terms of economic strain, resulting in absenteeism that
lowered the performance of the students, and hence mean score. Low parental level of education negatively
influences performance had low mean ratings of 2.86 by head teachers, 3.0 by teachers and 2.68 by students.
Research Question Two:
The research question responded to was: What is the influence of teacher-related factors on the performance of
students in day secondary schools of Migori Sub county in Kenya Certificate of Secondary Education examinations?
The responses to this question by the head teachers, teachers and students are as shown in Table 6.
Table 6: Ratings of Principals, Teachers and Students on Influence of Teacher-related factors on Academic
Performance in Day-Secondary schools in Kenya Certificate of Secondary Education, 2009 - 2010
Student Factors Mean Ratings
Early syllabus completion improves performance 4.71 4.29 4.9
High teacher qualification enhances performance 4.57 4.0 4.68
High teacher qualification improves performance 4.43 4.71 4.35
Positive teacher attitude enhances performance 4.29 4.71 4.18
Low teacher pupil ratio enhances performance 4.14 4.57 4.10
Giving of extra work enhances school performance 4.0 4.14 3.88
High teacher experience improves performance 3.86 4.14 3.82
Teacher gender influences performance 1.71 1.86 1.67
Interpretation of mean ratings: 1.00 - 1.44 = Very Low; 1.45 - 2.44 = Low; 2.45 - 3.44 = Moderate; 3.45 - 4.44
= High; 4.45 - 5.0 = Very High.
Early syllabus completion improves performance was rated by the head teachers, teachers and students at 4.71,
4.29 and 4.9 respectively. High teacher qualification enhances performance was rated at 4.57 by head teachers, 4.0
by teachers and 4.68 from students. High teacher motivation improves performance was rated at 4.43 by head
teachers, 4.71 by teachers and 4.35 by students in the study. Positive teacher attitude enhances performance was
rated highly by Principals, teachers and students at 4.29, 4.71 and 4.18 respectively. The effect of teacher discipline
on performance was rated by head- teachers at 4.29, teachers 4.29 and students 4.15. Low teacher-pupil ratio
enhances performance had mean ratings of 4.14 by head teachers, 4.57 by teachers and 4.10 by students. Giving of
extra work enhances performance, was rated by students at 4.0, by head teachers, 4.14 by teachers, while students
rated it at 3.88. High teacher experience improves performance, was rated at 3.86 by head teachers, 4.14 by
teachers and 3.82 by students. In the view of the respondents, school performance is influenced more by the
effective use of the existing school facilities, and teacher qualifications, rather than the experience of the concerned
teachers. Teacher gender influences performance, was rated at 1.71, 1.86 and 1.67 from head teachers, teachers
and students.
Research Question 3
The research question responded to was: What is the influence of school location on the performance of students in
day secondary schools in Kenya Certificate of Secondary Education examinations? The responses to this question
by the head teachers, teachers and students are as shown in Table 7
Table 7: Ratings of Principals, Teachers and Students on influence of School Location on Academic
Performance in Day-Secondary Schools in Kenya Certificate of Secondary Education, 2009 – 2010
School Location Mean Ratings
Urban poor environment lowers performance 4.29 3.57 4.4
Urban affluent environment enhances performance 3.76 3.71 3.57
Rural poor environment lowers performance 3.57 4.14 4.16
Rural affluent environment improves performance 3.43 3.86 3.37
Interpretation of mean ratings: 1.00 - 1.44 = Very Low; 1.45 - 2.44 = Low; 2.45 - 3.44 = Moderate; 3.45 - 4.44
= High; 4.45 - 5.0 = Very High.
Urban poor environment lowers performance was rated at 4.29 by principals, 3.57 by teachers and 4.4 by students
while rural poor environment lowers performance was rated at 3.57, 4.14 and 4.16 by head teachers, teachers and
students respectively. Urban affluent environment enhances performance was rated at 3.76, 3.71 and 3.57 by
principals, teachers and students respectively. Similarly, rural affluent environment improves performance was rated
at 3.43 by principals, 3.86 by teachers and 3.37 by students. These responses indicate that, location of schools in
poor areas, have influence on performance of students in Kenya Certificate of Secondary Education examinations in
day-secondary schools.
DISCUSSION
The high percentage of trained teachers shows the government’s commitment to ensure that the standards of
education are not compromised, in day-secondary schools. This is because teachers contribute significantly, to the
kind of performance achieved in schools, in terms of student and school mean scores. A significant positive
correlation between performance and teacher qualification, is reported by Kathuri (1986) in his study in Kenya. In the
study, Kathuri found that, in schools where less than 90% of the staff are qualified teachers, the performance index
was 5.5, and where more than 90% were qualified, the performance index was 6.0. Thus the study indicated that, the
higher the percentage of qualified teachers, the higher the performance in examinations. Absenteeism of students
leads to wastage of learning time that would have been effectively used in coverage of the syllabus, to improve
academic performance. Absenteeism is mainly as a result of low income levels of the parents. This irregular
attendance makes it difficult to complete the syllabus on time, thus negatively affecting student academic
performance. Ministry of Education (2007) reports that, the problem of absenteeism, has led to government reforms
being carried out. These will ensure increased disbursement to needy students in secondary schools, through their
respective constituencies (Ministry of Education, 2003). When students were asked in the questionnaire about
secondary school attendance of their siblings, 172 of them indicated, between 1 and 2 of their siblings attended
secondary schools. World Bank (2012), states that, the school attendance of siblings at secondary level impacted on
families in terms of economic strain, in trying to raise the necessary school fees. Family income affects the school
attendance of students, as it determines the payment of fees regularly. It further affects the ability to access the
necessary materials that assist in the learning process. The main response given by the head teachers on the factors
that affected mean scores of their schools was, high poverty index in the catchment areas of the school, resulting in
poor payment of fees. Low levels of family income, are closely related to dropout and absenteeism of students, due
to the high poverty level. Most Kenyan families cannot afford the fee charged in most of these schools. The Strategic
Plan for the Ministry of Education 2006-2011 indicates that, the cost of education in secondary schools accounts for
30% of the total youths out of school. A study by Gogo (2006), conducted in Rachuonyo Sub county further concurs
that, 57.69% of the parents could not be able to pay school fees due to their low income. This view is also supported
by Graham (1998), who observes that, student dropout rates for financial reasons are much higher for children of
poor families. Gender disparity was also noted as parents preferred to educate boys to girls. In this regard, some
girls could go back home for fees and stay there forever According to UNESCO/UNICEF report (1993),
approximately 36 million girls were out of school in the Sub-Saharan region. By 1990, girls made up 45% of
secondary school students in Sub-Saharan Africa.
Diverse answers were given by teachers, on the factors affecting performance in their schools. The leading
being, low entry behavior of students given by 40 (47.5%) of the teachers. They further said, day schools whether
rural or urban admitted poor students. The fact that the teachers blamed the quality of the students they teach on the
entry level of the students meant that, the teachers had negative attitude towards the students from day one. This
assertion agrees with the findings of a study by Misoy (2011) in Nandi Sub county which found that, “teachers have a
negative attitude toward day students and regarded them as academically low.” She further noted that,” the parents
of these students are not concerned about their children’s future.” The solution here was to create the right learning
atmosphere in the day secondary schools by improving their performance in the national examinations. This will
enable them to attract students with high marks, in the Kenya Certificate of primary Education. The day-secondary
schools should therefore aim at ensuring that, they only admit the meritorious students who score over 250 marks.
This will enable them to avoid lowering the quality of performance of the schools, in the national examinations.
Krystyna (1990) reported that, long distances may lead to lateness, absenteeism from school, poor concentration in
class or becoming passive participants in the classroom. This could lead to low performance in examinations. The
proximity of learning place to the homes of the learners is an important factor that, enhances attendance in day
secondary schools, and hence means score.
Is worth noting that the factors that contribute to the students’ attraction to a school goes a long way to
determine the motivation level within the learner (Asikha, 2010). In turn, this gives a reflection on the school
performance. Nocicki (2012) stated that high number of siblings causes pressure on the available family income,
which must be distributed amongst a larger number of siblings in terms of fees, and other learning requirements in
school. Aremo (2000) stresses that, academic failure is not only frustrating to the students and parents, its effects
are equally grave on the society, in terms of manpower, in all spheres of the economy and politics. According to the
respondents, early syllabus completion has a positive influence on performance. However, constant absenteeism of
students makes syllabus completion difficult. There is need for extra time to be created by both the teachers and
students, for extra work and after school assignments (Oloo, 2003). Further, the syllabus at secondary school level
is quite wide, and in order to improve efficiency and performance in Kenya Certificate of Secondary Education
examinations, there is need to reform the curriculum. World Bank (1980) reports that, there is dire need for broad
based and integrated curricula as opposed to the present narrow-focused, academic and examination oriented
curricula in Africa. Interview with the head teachers showed that, 35% of teachers in the schools were not able to
complete their syllabus in time. They attributed this phenomenon to various reasons such as, constant absenteeism
of student from school, inadequate text books, syllabus was too expensive and some learners were slow thus
dragging syllabus coverage. They also noted that, poor time management by teachers and students, delayed
syllabus coverage, thus need to create some extra time to cover the syllabus. Malenya (2003) states that the benefits
of syllabus completion cannot be under estimated as it significantly contribute to the good performance of students in
Kenya Certificate of Secondary Education examinations.
According to the respondents assertion, the qualification of teachers has a positive influence on the
performance of students, thus affecting the school mean scores. The teacher qualification and training, contributes
positively to the kind of output that is obtained in the learning process. This is consistent with reports by Karani et al
(1995), who reported that, the teacher resource is one of the most important inputs into the education system, and
their efficient management and utilization is critical, to the quality of learning outcomes. Therefore, teacher
qualification, experience and amount of education and knowledge, are positively related to performance in national
examinations. The respondents noted that, teacher motivation has a positive influence on the performance of day
secondary schools, in national examinations. They further observed that, when teachers are motivated, they are able
to perform better, than when they are frustrated or ill motivated. A highly motivated teacher will be able to go the
extra mile in ensuring effective syllabus coverage. He will also give extra work to the weaker students, and this will
certainly ensure improved school performance, thus high school mean scores. According to the perceptions of
thePrincipals, teachers and students, extra work given to students, can positively influence their performance. It
enables students to effectively complete the syllabus thus giving room for revision. The effect of extra work in form of
assignments given cannot be underestimated, as it ensures quick syllabus coverage allowing enough time for
revision to ensure high school mean scores in the examinations (Cowell & Holsinger, 2000). Homework and after
school assignments contributes to good performance of students in the Kenya Certificate of Secondary Education
performance examinations, thus affecting the school mean score.
High teacher experience improves performance, was rated at 3.86 by head teachers, 4.14 by teachers and
3.82 by students. In the view of the respondents, school performance is influenced more by the effective use of the
existing school facilities, and teacher qualifications, rather than the experience of the concerned teachers. The
respondents felt that the gender of the teacher does not have a significant influence, on school performance, but
rather the dedication and discipline of the teachers concerned, in their work. The ratings on effect of teacher related
factors on performance, shows that, the teacher resource is a vital input into the education process. They are also
responsible, for the delivery of the curriculum. Chepkemoi (2011) observes that, teachers are critical in determining
the performance of day-secondary schools. The head teachers interviewed, were asked to suggest ways in which
the academic performance of day-secondary schools, could be improved. They gave their opinions. One of the head-
teacher’s stated that, there was urgent need to improve laboratory facilities and libraries. There was also need to
create some extra time, to attend to the needs of students. Some of them indicated that, a new tropical timetable was
necessary in the schools that experienced high temperatures, in the afternoon hours. They also suggested that entry
marks be raised to improve the quality of students admitted to day- secondary schools. They further suggested
allocation of funds, to needy students. Other suggestions included; syllabus coverage in time, efficient administration,
building adequate classrooms, improving discipline and making day-secondary schools, single sex schools. There
was also a suggestion to award good performance and, the introduction of school feeding programme during lunch
breaks. There was also need to retain students in school, during the weekends. Further suggestions from head
teachers included, government subsidy increased in fees to run the schools, and strengthening of the bursary
scheme. This will enable needy students to be retained in the schools, for effective learning. One head-teacher
mentioned the need to teach good study habits, while another said, there was need to admit only the meritorious
students.
The assertion of the respondents was that, schools located in urban and rural poor environments, has their
performance negatively affected by their location. Further observations from the research reveals that, day-
secondary schools within urban and rural poor locations, were not adequately equipped. They also have unequal
facilities and opportunities, as opposed to the schools located in urban and rural affluent areas. Students in the latter
category of schools, can access a wide range of reading materials unlike their former counterparts. This exposes
students of schools in rural and urban affluent areas, to diverse ideas, capable of influencing performance in
examinations. The pupil-text book ratios were noted to be high, especially in the rural poor areas and urban slums.
The head teachers interviewed gave the following views. They identified poor facilities, and indiscipline as being,
causes of the disparity in performance, between day-secondary schools located in poor urban and rural areas, and
those in affluent urban and rural areas. This was due to the students from the former schools, having fewer role
models to emulate. Furthermore, their parents are unable to access funds needed for fees regularly, resulting in
irregular attendance in schools. This negatively influences their performance. As Araujo, Francisco and Norbert
(2004) observe, disparities in education reduce the scope of disadvantaged groups, to take advantage of
opportunities for improving their welfare. The high poverty index in the catchments areas of the schools, and the high
number of siblings of students contending for family resources, meant that there was poor fees payment, and
increased absenteeism in the schools. The implication was that, the basic essentials like balanced diet, enthusiasm
to learn, and the motivation to achieve is reduced.
Similarly, rural affluent environment improves performance was rated at 3.43 by head teachers, 3.86 by
teachers and 3.37 by students. These responses indicate that, location of schools in poor areas, have influence on
performance of students in Kenya Certificate of Secondary Education examinations in day-secondary schools. This
implies a positive influence on school performance, in affluent areas as they have, fairly adequate physical
resources, used in the learning process. The negative performance in schools located in poor areas may be as a
result of constant absenteeism by students due to fees, inadequate numbers of teachers, lack of immediate role
models, inadequate physical facilities and learning resources and other external challenges due to their locations.
The data obtained in the study shows that, fewer teachers of schools located in rural poor and urban poor locations
have extra time for their students, unlike those in rural affluent and urban affluent areas. This negatively influences
performance in the former schools, in the national examinations. From the mean scores of the day-secondary
schools located in poor and affluent areas in Migori Sub county, variations were noted in their performance. Those
located in the affluent locations, have higher mean scores, than those located in the poor regions. These disparities
in the performance of the two categories of schools, do not give the students of the poor performing schools a
chance to compete effectively, in the job market alongside their counterparts (Fuller, 2012). When the opinion of
teachers was sought in the questionnaire, on whether location had a significant influence on the performance of day-
secondary schools located in Migori Sub county, they responded in the affirmative. Sixty of the teachers said,
schools located in rural and urban affluent areas perform better than those in the rural and urban poor areas. Twenty-
four of them said that, they were equal since the curriculum was the same, and teachers’ qualifications similar. The
teachers who noted a significant difference in the performance of the two categories of schools, attributed it to, the
schools located in rural and urban affluent areas being well endowed in terms of equipment, and having role models
readily available. Thus, they could easily feel the inspiration to learn some more. Approximately 50 of the teachers
sampled asserted, that the students in urban and rural affluent school locations, were better informed about the
available career options. As a result, they studied in a more focused manner, than their counterparts in the urban and
rural poor school locations.
Teachers further identified other factors, which contribute to poor performance, in day- secondary schools
located in the rural and urban affluent and poor areas. The two categories of schools have, poor exposure to science
facilities, congestion in the curriculum, inadequate facilities, constant absenteeism due to lack of fees, poor coverage
of the syllabus, poor community support and understaffing. During the head teacher interview, the responses on
factors affecting performance were dropout, intra- students’ relationships, water shortage, drug influence and low
entry behavior of the students. Among the students sampled, majority in urban and rural poor schools compared to
those in rural and urban affluent schools, said they lacked capacity in terms of teachers. They also mentioned
inadequate facilities, in form of learning and teaching resources. Ministry of Education (2007) reported that, for
performance in day-secondary schools to be improved, there must be adequate facilities, as inadequate
infrastructure results in many schools being overcrowded, making both teaching and learning difficult. It further
observed that, this lowers the quality of education hence student and school performance, in national examinations.
CONCLUSIONS
Students related factors that influence academic performance of students in day- secondary schools in Migori Sub
county are low family income, weak entry behavior and absenteeism of students. These factors negatively affected
academic performance of students.
Teacher-related factors that influence performance of students in day-secondary schools in Migori Sub
county , were good syllabus coverage, high teacher qualification, high teacher motivation, positive teacher attitude,
low teacher pupil ratio and giving of extra work enhances academic performance. These factors improved academic
performance of students.
The study revealed that, urban and rural poor environment impact negatively on school performance of day-
secondary schools while urban and rural affluent environments enhanced performance of the day-secondary schools
in Migori Sub county.
RECOMMENDATIONS
With regard to the influence of student related factors:
i) The government should strengthen the bursary scheme to benefit the needy students.
ii) The Principals in day-secondary schools should put in place lunch programmes.
iii) The Ministry of Education should reconsider revising the entry behavior of students admitted to the day-
secondary schools, to 250 marks and above at Kenya Certificate of Primary Education.
With regard to the influence of teacher related factors:
i) Time should be created for students over the weekends, for remedial work as part of efforts, to improve
performance.
ii) The ministry should maintain the policy of posting teachers to areas where there is need, to reduce pupil-
teacher ratio for effective teaching.
iii) Priority needs to be given to strengthening of guidance and counseling in all schools.
With regard to the influence of school location:
i) The right environment conducive for learning needs to be created by principals, so that impedimentaion of
learning in the schools is effectively addressed.
ii) The Ministry of Education should consider the need to further subsidize tuition fees in day-secondary
schools, so that the students do not absent themselves from school, going home for fees. Currently the
government remits over kshs. 28 billion annually to all public secondary schools to the benefit of some 2.2
million students while individual schools raise an additional Kshs. 116.6 billion in fees paid by parents
(Oduor, 2015).
REFERENCES
Abagi O (1993). “Education for all in Kenya: Improving Access and Retention of marginal groups within the school
system. In Basic Education Forum. Vol. 13, Kenyatta University.
Abagi O, Wamahio S (1995). House hold Based Factors and School Participation for Girls. Lessons from the
Existing Surveys. Abridged Research Report No.20, Nairobi, Kenya: Academy Science Publishers.
Abagi O (1999). Education for the Next Decade: A Demarcation of Imperatives. In Kimuyu, P., Wagacha, M. and
Abagi, O. (Eds). Kenya’s Strategic Policies for the 21st Century: Macroeconomic and Sectoral Choices. Nairobi:
IPAR.
Abagi O & Olweya J (1999). Government of Kenya/Netherlands Textbook Project Baseline Survey in Migori,
Bungoma, Kajiado and Mwingi Sub county s. Nairobi: Institute of Policy Analysis and Research.
Adeya H L (1986). “The Educational Background of Students in five Commercial Secondary Schools in Nairobi"
Unpublished Thesis submitted in partial fulfillment of the requirements for the degree of Masters of Education of
the University of Kenyatta, Kenya.
Ahmed M & Coombs P H (1975). Education for Rural development, New York: Praeger Publishers.
Arujo C, Francisco F & Nobert S (2004). Is the Word Becoming More Unequal? Changes in the World Distribution of
Schooling, Washington D.C. World Bank.
Asikhia O A (2010). European Journal of Social Sciences-Volume 13, Number 2 Lagos State.
Avalos B (1986). Teaching Children of the Poor, Ottawa I.D.R.C.
Ayot H O & Briggs H (1992). Economics of Education, Nairobi: Educational Research and Publications.
Borg W R & Gall HD (1989). Exploring Relationships between Variables: The Causals Comparative Method in
Educational Research, New York: Longman.
Borg RW & Gall D M (1996). Educational Research. An Introduction, New York: Longmann.
Central Bureau of Statistics (2005). “Geographic Dimensions of Wellbeing in Kenya: Who and Where are the poor”.
Ministry of Planning and National Development, Nairobi: Government Printer.
Chege A (1986). Research Priorities in Area of School Facilities. Presented at the Education Research Priority
Seminar at Mombasa on 12 - 14th November.
Commonwealth Secretariat (1970). Education in Rural Areas, Report of the Commonwealth: Conference on
Education in Rural Areas held at the University of Ghana. Accra, London; Commonwealth Secretariat.
Commonwealth Secretariat (1974). Sixth Commonwealth Education Conference Report. London: Marborough
House.
Coombs P H (1968). The World Education Crisis. New York: Oxford University Press.
Cowell R N & Holsinger D B (2000). Positioning Secondary School Education in Developing Countries. Paris:
UNESCO, IIEP.
Daily Nation. (2002). April 22nd, P. 8 Educational Publishers.
Deininger K (2003). “Does Cost of Schooling Affect Enrolment by the Poor? Universal Education in Uganda”,
Economics of Education Review.
Deolalikar A (1999). Primary and Secondary Education in Kenya: A Sector Review, mimeo, Human Development
Sector Unit, Eastern Africa Region. The World Bank, Washington DC.
Eshiwani G (1993). Education in Kenya since Independence. Nairobi: East African Educational Publishers.
Fleshman M (2005). “Giant Step for Kenya’s Schools Progress for Both Boys and Girls Towards Millennium
Education Goal, Africa Renewal 2005.
Fraenkel J R & Wallen N E (2003). How to Design and Evaluate Research in Education (5thEd). New York: Mc
Graw-Hill.
Fuller B (2011). Cross-national Differences in Educational Achievement Inequality. Washington D.C: World Bank.
Fox W, Schwartz A, & Merrill E (1965). Managerial Guide for School Principals, Ohio.Charles E. Merill Book Inc.
Gall M O, Borg, WR. & Gall J P (1996). Educational Research. An Introduction, Sixth Edition. New York: Longman.
Gardiner R (1988). Teachers’ Education in Developing Countries: Prospects for the Eighties, London: University of
London Institute of Education
Gathu, K. (2000). The Search for Gender Sensitive Curriculum and School Practices: Future Directions, Swaziland:
University of Swaziland.
Gogo J O (2006). The Impact of Cost-Sharing Strategy of Access, Equity and Quality of Secondary Education in
Rachuonyo Sub county , Kenya. Unpublished MED. Thesis, Maseno University, Kenya
Graham B (1998). Education in the Developing World: Conflict and Crisis. London: Macmillan.
Griffins V L (1968).The Problems of Rural Education. UNESCO: I.I.E.P. United Nations.
Grissay A & Mahlick L (2000). The Quality of Education in Developing Countries. I.I.E.P.
Heynemann S B & Loxley W (1983). “The Effect of Primary School Quality in Academic Achievement across 29 high
and Low Income Sub county s”. American Journal of Sociology, Vol. 188, No-6, pp. 1162-1194.
Indoshi F C (1992). “Implementation of the 8-4-4 Primary School Curriculum in Kenya: A Case Study of Eldoret
Municipality”, Unpublished M.Phil. Thesis, Moi University.
Jagero N O (1999). “An Evaluation of the Factors Affecting the Quality of Education in Day Secondary Schools in
Kenya: A case study of Kisumu Sub county ”, Unpublished M.Phil. Thesis, Moi University.
Juma M N (1994). Determination of Female Participation in Primary Education, a Study of Kwale and Taita Taveta
Sub county s. Doctor of Philosophy Thesis, Kenyatta University.
Karani F, Wainaina G, Anyangu M A, Okumbe J A & Getau KW (1995). Cost and Financing of Education in Kenya:
Study 2: Access, Quality and Equity in Education and World Bank.
Kathuri NJ (1986). Factors that Influence Performance in C.P.E. Nairobi, Kenya: Bureau of Educational Research, K.
University.
Kenya National Bureau of Statistics. (2006). Statistical Abstract, Nairobi: Government Printer.
Kipkoech JW (2004). “The Effectiveness of School Management on Performance in Kenya Certificate of Secondary
Education. A Case Study of Secondary School in Koibatek Sub county ”, Unpublished Med Thesis, Moi
University.
Kristyna C (1990). Literacy for Rural Women in Third World, UNESCO.
Lustig N (1999). Crisis and the Poor, Socially Responsible Macroeconomics. Santiago.
Malassis L (1976). The Rural Education and Development. Paris: UNESCO Press.
Malenya F L (2008). The Free Secondary Education Agenda. Nairobi: Kenya, K.I.E.
Mbiti D M (1977). Foundations of Schools Administration. Nairobi: Oxford University Press.
Mensch B & Lloyd C (1997). Gender Difference in Schooling Experiences of Adolescents in Low Income Countries.
The Case of Kenya. A paper presented for the National Academy of Sciences of Committee on Population,
Washington D.C March 27th- 29th.
Ministry of Education (2007). Elimu News, Issue No.1, Nairobi. UNESCO.
Ministry of Education (2007). Elimu News, Issue No.2, Nairobi. UNESCO.

Ministry of Education, Science & Technology (2005a). Education Statistical Booklet. Nairobi: Government of
Printer.
Ministry of Education, Science & Technology (2005b). Kenya Education Sector Support Programme. Nairobi:
Government of Kenya.
Misoy E C (2011). Factors Affecting Academic Achievement of Day Secondary Schools in Nandi Sub county , Kenya.
Unpublished MED Thesis, Kenyatta University, Kenya.
Mugenda O M & Mugenda A G (2003). Research Methods: Quantitative and Qualitative Approaches, Nairobi: ACTS
Press.
Mwaka M (1994). “Kamotho warns on Passing the Buck”, Nairobi: Kenya.
Ndege B (2011). Nyanza Poverty Rate. Nairobi: government Printer.
Ngala F, J A (1997).” Management of Teachers by Head teachers and it’s influence on Pupil Achievement. A Case
Study of Primary Schools in Eldoret Municipality”, Unpublished Thesis, Moi University.
Novicki M A (2012). Boosting Basic Education in Africa, Special Initiative, World Bank.
Odada J E & Ayako A B (1989). Impact of Structural Adjustment Policies on the Well Being of the Vulnerable Groups
in Kenya, Nairobi: UNICEF.
Oduor A (2015, July 8th ). New proposal seeks to deny school heads power to control billions. The Standard Group
Centre. P. 6. www.standardmedia.co.ke retrieved on 8th July 2015 at 8am.
Oloo MA (2003). Gender Disparity in Students’ Performance in Kenya Certificate Of Secondary Education in Mixed
Day Secondary Schools in Migori Sub county, Kenya. Unpublished Master of Education. Thesis, Maseno
University.
Psacharopoulos G & Woodhall M (1985). Education for Development. An Analysis of Investment Choices. New York:
IBRD/World Bank.
Psacharopoulos G (1975). Earnings in Education in 0.E.C.D. Countries, Paris: O.E.C.D.
Republic of Kenya (1998). Master Plan on Education and Training 1997-2010. Nairobi: Government Printer.
Republic of Kenya (2002). Migori Sub county Development Plan, 2002-2008, Nairobi: Government Printer.
Republic of Kenya (2000). Education Statistical Booklet, 1990-1998, FAWE Kenya Chapter. Nairobi: Government
Printer.
Republic of Kenya (2000). Second Report on Poverty in Kenya Vol. 11, Poverty and Social Indicators, Ministry of
Finance and Planning. Nairobi: Government Printer.
Republic of Kenya (2001). Statistical abstract. Nairobi: Central Bureau of Statistics.
Republic of Kenya (2005). Migori Sub county Strategic Plan, 2005-2010. Nairobi: Government Printer.
Republic of Kenya (2005). Sessional Paper Number One of 2005. A Policy Framework for Educational Training and
Research. Nairobi: Government Printer.
Republic of Kenya (2006). Ministry of Education Strategic Plan 2006-2011. Nairobi: Government Printer.
Republic of Kenya (2007). Kenya Vision 2030, A Globally Competitive and Prosperous Kenya. Nairobi: Government
Printer.
Republic of Kenya (2007). Third Annual Progress Report, 2005/2006, The Economic Recovery Strategy for Wealth
and Employment Creation, 2003-2007. Nairobi: Government Printer.
Republic of Kenya (2008). First Medium Term Plan (2008-2012), Kenya vision 2030, A
Globally Competitive and Prosperous Kenya, Nairobi: Government Printer. Republic of Kenya, (2009).
National Youth Situation Analysis Report, UNICEF, Nairobi: Government Printer.
Republic of Kenya, (2010). First Annual Progress Report on Implementation of the First
Medium Term Plan (2010-2012) of Kenya Vision 2030, Nairobi: Kenya.
Republic of Kenya, (2010). Achievement of the Millennium Development Goals (MDGs) in Kenya. Nairobi:
Government Printer.
Republic of Kenya (2010). Kenya National Human Development Report, 2009, Youth and Human Development:
Tapping the Untapped resource, UNDP, Nairobi: Government Printer.
Republic of Kenya, (2010). Sub county Strategic Plan, 2005-2010: for Implementation of the National Population
Policy for Sustainable Development. Nairobi: Government Printer.
Rumberger W R (2009). Who Drops Out of School and Why? Paper prepared for National Research Council,
Committee on Educational Excellence and Testing Equity Workshop. Washington D.C.
Saleemi M A (1997). Statistics Simplified. Nairobi: N.A. Saleemi Publishers.
Singleton R A, Straits, B C & Straits M (1993). Approaches to Social Research. Second Edition. New York; Oxford
University Press.
UNESCO (2011). Global Education Digest, by the Institute of the U.N. Educational, Scientific & Cultural Organ.
Paris: UNESCO
United Nations (2001). Human Development Report Addressing Social and Economic Disparities for Human
Development in Kenya, World Bank.
United Nations (1989) Sub-Saharan Africa from Crisis to Sustainable Growth, Washington. D.C. World Bank.
United Nations (1988). Education in Sub-Saharan Africa, Policies for Adjustment Revitalization and Expansion,
Washington D.C. World Bank.
United Nations (1981). Education and Development in Africa, London: Macmillan Publishers Ltd.
World Bank (1980). Education, Sector Policy Paper, Washington D.C: World Bank.
World Bank (1992). Education Sector Policy Paper, Washington D.C: World Bank.
World Bank (2005). “Equity and Development”, World Development Report 2006, Washington D.C: World Bank.
World Bank (2005). Expanding Opportunities and Building Competencies for Young People: A new Agenda for
Secondary Education. Washington D.C: World Bank.
World Bank (2012). Transitions in Secondary Education in Sub-Saharan Africa: Equity and Efficiency Issues.
Washington D.C: World Bank.
World Bank. (2002a). What Works in Girls Education, School Completion Rates. Washington D.C: World Bank.
Cite this Article: Odumbe GA, Enose MWS and Ayodo TMO (2015). Factors Influencing Student Academic
Performance in Day-Secondary Schools in Kenya. A Case Study of Migori Sub county. Greener Journal of
Educational Research, 5(3):078-097, http://doi.org/10.15580/GJER.2015.3.071815099.

Students Academic Performance

Uploaded by

Copyright:

Available Formats

Students Academic Performance

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Students Academic Performance

Uploaded by

Copyright:

Available Formats

ISSN: 2276-7789 ICV: 6.

Grace Awino Odumbe

Full Length Research Paper (DOI http://doi.org/10.15580/GJER.2015.3.071815099)

Factors Influencing Student Academic Performance in

Corresponding Author’s E-mail: simatwae@ yahoo. com

Table 1: Mean Scores for Secondary Schools in Kenya Certificate of

The research questions relating to Migori Sub-County were:

SYNTHESIS OF LITERATURE ON FACTORS INFLUENCING STUDENT ACADEMIC PERFORMANCE IN DAY

The study was based on the conceptual framework (Figure 1).

• Student related factors

Figure 1: Conceptual Framework showing Factors Influencing Performance of

Table 2: Data of Principals and Location as reported by Principals (n=21)

Table 3: Data of Teachers and Location as indicated by Teachers (n=84)

Table 4: Data of Students and Location as indicated by the Students (n=210)

Figure 1: Absenteeism of Students

Figure 4.2: Bar graph showing Transport used by Students to School as

Research Question Two:

With regard to the influence of student related factors:

With regard to the influence of teacher related factors:

With regard to the influence of school location:

Ministry of Education (2007). Elimu News, Issue No.2, Nairobi. UNESCO.

You might also like