AN ASSESSMENT INTO THE BEARING OF THE LEARNING

ENVIRONMENT ON LEARNERS' ACADEMIC ACHIEVEMENT AT

A.I.C. NAISAMBU GIRLS SECONDARY SCHOOL IN KIMININI SUB-
COUNTY OF TRANS-NZOIA COUNTY, KENYA.)

A research project report submitted to the Department of Curriculum and Pedagogy for the award of
postgraduate diploma in education at Kibabii University.
June, 2024

DECLARATION
Student’s Declaration
I, the undersigned, do affirm that this research report to be my own sincere and authentic work which
has not been previously presented for consideration aimed at certification in any other university or
learning institution. Furthermore, the research report has been complemented by reference sources duly
acknowledged.

Signature……………………………………Date………………………………
NAME: BURMEN KIMTAI ISAIAH
REG NO: PGD/ED/005/19

Declaration by supervisor
This research report has been submitted with my approval as University supervisor.

Signature……………………………

Date………………………………

Dr. Edwin Masibo

Department of Curriculum and Pedagogy
Kibabii University

DEDICATION
This project work is dedicated to my unique parents – my mother, Hellen Chebet
Chesori, and my father, Evans Psiwa Burmen, for their aunwavering moral support
during the course of my research study.

ACKNOWLEDGEMENT
I would wish to start by thanking the Almighty God for granting me good health and
strength to come up with this report. I am equally grateful to Dr. Edwin Masibo for his
reliable guidance, understanding and encouragement in shaping the research report.

May I also take opportunity to appreciate the 2023-2024 postgraduate diploma in

education students for the team work and collaboration exhibited throughout the two
semesters. The thirteen of us, as a cohort, have worked and walked together (since the
beginning of May 2023) to make sure no one is left behind by regularly reminding one
another and sharing information and knowledge. Indeed, meeting you is more than a
blessing and it has been my greatest pleasure being in the same class as you.

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My special gratitude goes to my parents (Evans Psiwa Burmen and Hellen Chebet
Chesori) for supporting me spiritually, morally and financially. My fiancee Sharon
Chebet Bitot, for being ever resourceful and giving me an extra push as well as the reason
to carry on despite the seemingly insurmountable challenges here and there which stood
in the way.On the same note, I desire to acknowledge the assistance of the computer
facilities rendered by the concerned institutions. Likewise, I also wish to thank the
students, subordinate staff, teachers and principal of AIC Naisambu Girls Secondary
School where the data was collected.

ABSTRACT
Education is a lifelong process that involves sharing knowledge, inspiring a person's
interests and curiosity, instilling positive attitudes and values, and developing crucial
skills that will allow a person to influence their environment and realize their potential.
The student will be able to function effectively in society thanks to the acquired skills.
The basic purpose of a school is to teach and support students in acquiring knowledge
and skills that affect their academic performance. Learners in an adequate learning
environment have been observed to exert more effort in their academic success.
Academic success is crucial for creating graduates of the highest calibre.

The study was guided by the theory developed by Urie Bronfenbrenner. Bronfenbrenner's
ecological systems theory - Otherwise known as the Human Ecology Theory - states that
human development is influenced by the different types of environmental systems.
Formulated by famous psychologist Urie Bronfenbrenner, this theory helps understand
why one may behave differently when compared to one’s behavior in the presence of
own family and his or her behavior when one is in school or at work. The ecological
systems theory holds that one encounters different environments throughout his or her
lifespan which might influence an individual's behavior in varying degrees. These
systems include the micro system, the mesosystem, the exosystem, the macro system, and
the chronosystem.

The study adopted a descriptive survey design. The target population were the students,
classroom teachers, heads of subjects (HOS) teachers and heads of departments (HOD),
directors of studies (DOS), deputy principal and principal at

AIC Naisambu Girls Secondary School in Kiminini Sub County. Simple random
sampling was used to sample the respondents from the target population. Questionnaires
and interview schedules were used as instruments for data collection. Both quantitative
and qualitative data were collected. The quantitative data collected was analyzed using
both descriptive and inferential statistics. Qualitative data was be thematically reported.

It was hoped that the study findings would benefit education stakeholders encompassing
teacher training institutions such as Teachers Training Colleges (TTCs), Kenya Science,
e.t.c. Policy makers in the teaching fraternity for instance the Teachers Service
Commission (TSC) and the Kenya Institute of Curriculum Development (KICD),
curriculum implementers (teachers) and other interested parties who might use these
findings to develop strategies which could address the issue on causal factors for the
disparities in the learning environment plus academic attainment hence enhance positive
learning environment and quality instructions in schools in Kenya

TABLE OF CONTENTS

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DECLARATION i
ACKWNOLEDGEMENT i
ABSTRACT ii
TABLE OF CONTENTSii
LIST OF FIGURES iii
LIST OF TABLESiii
LIST APPENDICES iii
ABBREVIATIONS AND ACRONYMS iv
OPERATIONAL DEFINITION OF TERMS iv

CHAPTER ONE: INTRODUCTION 1

1.1 Overview 1
1.2 Background to the Study 1.
1. 3 Statement of Problem 1
1.4 Purpose of the Study 5
1.5 Research Objectives 5
1.6 Research Questions 5
1.7 Research Hypotheses
1.8 Justification of the Study 6
1.9 Significance of the Study 6
1.9.1 Scope and Limitations of the Study 6
1.9.2 Scope of the Study 6
1.9.3 Limitations of the Study 7
1.10 Assumptions of the study 8
1.11 Theoretical framework 8
1.11 Conceptual framework 13

CHAPTER TWO: LITERATURE REVIEW 14

2.1 Introduction 14
2.2 The influence of the home and family factors 14
2.3 The effect of the school setting factors
2.4 The bearing of socia-cultural factors 2.5. The
influence of government’s support and intervention 19
2.6 The influence of the multinational and international community
2.7 Summary of the Literature Review 22

CHAPTER THREE: RESEARCH METHODOLOGY 26

3.1 Introduction 26
3.2 Research design 26
3.3 Area of study 26
3.4 Target Population 27.
3.5 Sampling Procedure 27
3.6 Sample Size of the Study 28
3.7 Instruments of Data Collection 28

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3.7.1 Questionnaires 28
3.7.2 Interview Schedule 28
3.7.3 Observation 29
3.8 Research Instruments. 29
3.8.1 Validity of Research Instruments 29
3.8.2 Reliability of Research Instruments 29
3.9 Data Collection Procedures 30
3.10 Data Analysis30
3.11 Ethical Considerations of the Study 30
REFERENCES 31
APPENDICES 33

LIST OF FIGURES
Figure 1.1: Conceptual
Framework…………………………………………………….18

LIST OF TABLES
Table 3.1: Target
Population…………………………………………………………….38
Table 3.2: The Sample Size………………...............................................................39

LIST APPENDICES
Appendix I: Questionnaire for Secondary School Teachers
Appendix II: Interview Schedule for the Secondary School Principals
Appendix III: Interview Schedule for the Secondary School Students
Appendix IV: Interview Schedule for the Secondary School Teachers
Appendix V: Work Plan
Appendix VI: Budget Plan

ABBREVIATIONS AND ACRONYMS

BEST Bronfenbrenner's Ecological Systems Theory
CDE County Director of Education
HCT Human Capital Theory
GPE Global Partnership for Education
KICD Kenya Institute of Curriculum Studies
NACOSTI The National Commission for Science and Technology
NLE Negative Learning Environment
PAS Positive Action Strategies
PGDE Postgraduate Diploma in Education
PLE Positive Learning Environment
PLE Productive Learning Environment
PPMC Pearson Product Moment Correlation
RJP Restorative Justice Practicals

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SCT Social Cultural Theory
SRS Simple Random Sampling
SST Stratified Sampling Technique
TRT Test Retest Technique
TSC Teachers Service Commission
TTCs Teachers Training Colleges
TPAD Teacher Performance Appraisal Development

OPERATIONAL DEFINITION OF TERMS

Appraisal A judgement of the value, performance or nature of something or somebody
Assumptions Conditions that must be met before certain
conclusions are drawn.

Bronfenbrenner’s Otherwise known as the Human Ecology Theory, the Ecological Systems theo
ecological systems that human development is influenced by the different types of environmental
theory Formulated by famous psychologist Urie Bronfenbrenner, this theory helps us
why we may behave differently when we compare our behavior in the presenc
family and our behavior when we are in school or at work.

Data Scores obtained on the measure of dependent variable

Dependent/Response The variable measured and recorded by the researcher in order to assess the ef
Variable independent variable

Descriptive Statistics Statistical methods popularly used in organizing and summarizing data
Hawthorne’s Effect Condition where performance in a research is affected because the participant
they are being observed or studied

Academic Attainment The act of students accomplishing successfully their objectives in a learning a

Hypothesis A testable statement of the relationship between variables which is advanced a

tentative solution to a problem

Independent Variable The variable manipulated by the researcher for the purpose of determining wh
influences behavior

Inferential statistics Statistical measures for testing whether differences in the dependent variables
responses that are commonly associated with various conditions of a research

Leadership The process through which leaders influence other group members
Learning Relatively permanent change in behavior and behavioral potential that is due t
experience

Negative Learning In negative learning environments students may feel uncomfortable, confus
Environment unsupported and afraid to make mistakes. This environment does not force

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 students to “toughen up” or “put in more effort.” Instead, they are likely to jud
course or themselves negatively and become unmotivated or even quit.

Open-ended questions Questions that usually cannot be answered specifically and require the particip
produce something spontaneously

Positive action A common strategy is to phase-in Positive Action over time as resources be
strategy available. Positive Action recommends that schools start with all the classroo
lowest grade levels , and the participation of the Principal with a Climate Dev
Kit

Positive learning A well planned, safe and stimulating environment provides a variety of act
environment experiences that support the holistic development of children and young peop
both inside and outside areas and providing opportunities for learning, challen
taking and social development.

Positive or Productive In positive, productive learning environments, student opinions are welcome
Learning teachers eagerly allow them to defend their thoughts (as long as it's done
Environment respectfully). Creativity flows freely and students aren't afraid of being ridicul
opinion or if they make a mistake.

Random sampling A procedure of sampling in which each element of the population has an equa
being selected in the sample

Reliability The extent to which the same observations or scores are obtained in repeated s

Social cultural theory The sociocultural theory is a sociological and psychological theory that dea
importance of culture and society in developing and shaping individuals.
demonstrates how friends, parents, and others in society develop people's cog
learning, and sociocultural functions.

Stratified Random A type of probability sampling in which a population is divided into various s
Sampling random samples are taken from each of these strata

Student academic The act of students accomplishing successfully their objectives in a learning a
achievement
Validity The extent to which the test measures what it intends to measure
Variable Anything that can assume different numerical values and can be measured or
manipulated

Human Capital Human capital theory assumes that investment in education is

Throry necessary to acquire skills and training which, in turn, will incr
individual capital (Blundell et al., 1999). Tan (2014) adds, The
knowledges and skills will increase his or her productivity in th
workplace

CHAPTER ONE
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1.1 Overview
This chapter contained what the study was about, the background of the study, statement
of the problem, purpose of the study, the research objectives, research questions,
justification of the study, significance of the study, scope and limitations of the study,
assumption of the study, theoretical framework and conceptual framework.

1.2 Background to the study

Quality Education is the key to providing the right human resources for social and
economic production sectors facilitating wealth creation and improving living standards,
Abdullah (2011). A report from the Department of International Development 1998
revealed that countries consider the provision of education important to their overall
socio-economic development and consequently allocate substantial amount of resources to
it. Post-primary education for a student has important individual benefits in terms of his or
her options and resources in course his/her lifetime. These benefits extend beyond the
learner in affecting the learner’s family and the society as a whole. The benefits accrued to
society include enhanced economic development, education for the next generation,
healthier young adults (especially girls) and families and fewer maternal/infant deaths
(UNICEF 2004). The benefit of education for a learner and society can be explained by
the effect that education has on empowering learners to acquire and use new personnel,
social and economic behavior that in turn, bring about societal change (Moulton, 1997).

The current study was based on a theory postulated by Bronfenbrenne -Bronfenbrenner's

Theory of Ecological Systems (BEST) – which supported the prioritization of the classroom
environment. It suggested that a learner's best opportunity at academic success is an environment
that respects, supports, and celebrates their identity. Alignment between a learner’s home
environment, social environment, and school environment creates a sense of safety, belonging,
and
familiarity which, in turn, allows the student to better contextualize curriculum and prepare to
learn. It has five systems that include:

- Microsystem: Made up of the groups that have direct contact with the learner.
- Mesosystem: The relationships between the groups from the first system.
- Exosystem: Factors that affect an individual’s life but, the elements of this system don’t
have a direct relationship with the individual.
-

- Macrosystem: Contains those cultural elements that affect the individual and everyone
around them.
- Chronosystem: The stage of life that the individual is in regarding the situations they’re
going through.
A lot of research has been done about learners’ academic achievement in secondary
schools; little had been done previously in Kiminini sub-county’s secondary schools with a
view to improving the situation in Kiminini sub-county. There was need to establish the
learning environment factors that influence learners’ academic achievement, readjustment to
life well bearing on various facets of the society emanating from the geographical (physical)
location, environment and category of the school factors.

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2.0 LITERATURE REVIEW
Healthy school environment is key to success in teaching and learning. Lofty as this may
sound, it is not rocket science. Simple practice shift policy positions and worldviews can
make a world of difference in our schools. While administrators, teachers and even
students worry about how to respond to both challenges and critical race theory
allegations, the main concern of school administration and faculty is the students.
Concerns about student’s academic progress, social and emotional maturation; school
atmosphere remain the priority. A strong school community that is able to meet its
students' needs has an easier time dealing with curricular changes. Students' sense of
belonging and school atmosphere are a huge concern when it comes to striving for
students' academic achievement and general well-being.

Bronfenbrenner's theory of ecological systems supports the prioritization of the

classroom environment. The theory suggests that a child's best opportunity at academic
success is an environment that respects, supports, and celebrates their identity. Alignment
between a child's home environment, social environment, and school environment creates
a sense of safety, belonging, and
familiarity which, in turn, allows the student to better contextualize curriculum and
prepare to learn.

The classroom environment is an integral part of the learning process. A respectful

classroom environment is a space where all students feel safe, comfortable, and valued
physically, academically and emotionally. There are many parts to fostering a respectful
environment: student-teacher relationships, peer status, and classroom management
among others. Positive and productive learning environments are key to students'
academic, emotional and social success in school. Unfortunately, positive learning
environments don't just happen on their own - they must be created. There are many
components that go into making a positive learning environment for students.

For starters, positive learning environments should offer a climate of safety, where risk-
taking is encouraged, there is open authentic conversation, trust and respect are fostered,
and positive interaction is the norm. The best time to start developing a positive learning
environment in any classroom is during the first days, weeks, and months of the school
year, while the learners' minds are still fresh. There are various positive action strategies,
and several simple tips, that teachers, educators, and even parents, can use for creating a
positive, productive learning environment for students. These strategies are able to
combine the need for positive learning environments that foster improved academic
performance, with the ability to promote students' social and emotional well-being and
progress inside and outside the classroom.

Very many studies have shown connections between these strong relationships and a
sense of belonging in the classroom. A 2019 research study done by Cecilia Cheung, an
Associate Professor of Psychology at the UCR Graduate School of Education, aimed at
shedding light on teacher -student relationships. The study hypothesized that a positive
student - teacher relationship was crucial for smooth school adjustment. The study
surveyed over 300 students in different schools, three times over the course of 18 months.
The students answered questions about their parents' involvement in their education, the
quality of their relationships with their teachers, and how they felt they were adjusting to

8
school (focusing on themes of school belonging, engagement and perception of
competence).

Positive relationships between teachers and students were associated with better school
adjustment as demonstrated through school engagement, valuing of education, and
student perceptions of their own competence in the classroom. These studies demonstrate
and summarize the common finding that students with positive relationships with their
teachers are more likely to engage in school and, as a result, have a better chance at
academic success. The study pointed to the benefits of strong, meaningful teacher -
student relationships and the positive correlation those benefits have with a sense of
community and belonging within the classroom.

Another important relationship dynamic within the classroom is peer relationships -

relationships and dynamics amongst students and their peers. The dominant group, or the
group that sets the norm for behavior, is often referred to as the peer group. Multiple
studies have been conducted in order to explore these relationships and their effects on
different students.

One such mixed method study by scholars: Kiefer, Alleyn, and Ellerbrock in 2015,
looked to explore peer relationships as they related to student motivation, classroom
engagement and school belonging. The study's participants were all teachers and students
from the same urban middle school in the United States of America; participants were
observed and surveyed. One major finding was that all participating educators and a
majority of students perceived peer academic support and emotional support as central to
supporting student needs for relatedness and promoting classroom engagement and
school belonging.

Students are often concerned with how they are perceived by peers because it is their
peers who decide which students are popular; this concern can affect their relationship
with their teacher and their peers as students act out to seem cool or try to remain
invisible to the peer group. It is hard for students to navigate these relationships in ways
that are genuine and meaningful to them.

Another factor to explore when it comes to a respectful classroom environment is a

teacher's classroom management. Classroom management involves a teacher's policies,
procedures, and guidelines for learning and behavior within the classroom. Scholars Talia
Sandwick, Josephine Wonsun, and Hassoun Ayyub conducted a research study in 2019
on Lessons for building restorative justice school cultures. They focused on five New
York City schools and their specific classroom and school-wide community-centered
practices. These schools used strategies in line with restorative justice practices in order
to respond to student needs.

Such practices included 'one-on-one student check-ins or restorative conversations;

mediation; mentoring; varied community-building strategies; multiple forms of talking
circles (e.g., community building, arm, support, re-entry, etc.); and ongoing counselling.
Though schools emphasized different practices, all practices contributed to a more
harmonious school and classroom atmosphere. Teachers had the opportunity to structure
restorative justice practices into their daily routine and use these practices as needed. In
focusing on the individual students, teachers are able to better understand and
accommodate students as well as show that the individuals are valued. When students are
and feel valued, fostering a respectful classroom environment becomes natural.

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Other proven positive action strategies include: making learning relevant by adjusting
teaching methods and strategies to meet the needs of students on an individual basis,
developing a code of conduct (setting the stage for appropriate classroom behaviors),
Intrinsic motivation (feeling good about themselves is an intrinsic motivator to students -
especially elementary age students - and positive actions help children feel good about
themselves), reinforcing positive behaviors (certificates, stickers, toy prizes, tickets,
tokens and other reward systems are great ways to recognize students and reinforce
positive behavior and achievement in the classroom), responding with positivity
(interacting with students in a positive manner, exhibiting positive behaviors, and
maintaining a positive attitude) and employing a positive actions curriculum (positive
actions lead to a good feeling and positive self-image.

Positive actions such as nutrition, proper exercise, and sleep which lead to a healthy
body. Additional positive actions such as problem-solving, decision-making and thinking
skills develop the brain and makes one smarter. Positive actions such as kindness and
being respectful allow us get along with others. Actions such as time management and
managing one’s emotions help one better manage his or her own affairs. Positive actions
such as admitting mistakes and taking responsibility for one’s actions allow one to be
honest with others and oneself . Goal setting lead to personal growth and improvement).

Multiple research findings prove that fostering relationships and creating positive
learning environment is key in effective teaching and learning. It greatly contributes to a
feeling of belonging in the classroom, which is a large part of fostering a respectful
environment. In addition, inclusive and student-centered classroom management styles
create and encourage a respectful learning environment as well. Finally, fostering an
environment where all students and educators feel valued leads to higher academic
achievement and sense of belonging. It is now up to educators to take up the task and
ensure a positive learning environment in our schools.

1. 3 Statement of Problem

Before the coming of the Europeans, Kenyan societies had their own systems of
education. There were no physical classrooms and no special class of people called
teachers as all members of the community were involved in the education of the children.
The young ones learnt cultural traditions and customs of their ancestors from the
community as well as specific skills from their families and other specialized individuals
through apprenticeship programs.The foundation of modern education was laid by
missionaries who introduced reading and writing so as to spread Christianity. They also
taught practical subjects such as carpentry and gardening which were useful around the
mission stations. In 1963, the country attained political independence and various
commissions were set up to make changes in the formal educational system as deemed
necessary. The 7-4-2-3 education structure modeled after the British system was tried
first then got discarded for the 8-4-4 system of education whose overall structure was
similar to the United States of America system.

Currently, 8-4-4 system is being gradually phased out to be replaced by the Competency
Based Curriculum system but it’s worth highlighting a few challenges afflicting the
Kenyan education system. 8-4-4 gained notoriety for being exam oriented, teacher-
centered and stratified due to the system of ranking schools whenever national
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examination results got released. The 7-4-2-3 didn’t fare any much better but the re-
introduction of free primary education heralded a new dawn plus of course formerly
unknown academic bottlenecks. The much heralded and vaunted Competency Based
Curriculum though loved and loathed in equal measure, is be equally in for a share of its
own quagmire.

In 2003, the newly inaugurated president made true his promise of re-introducing free
primary education. Cue increased enrolment in primary schools, increase in number of
private schools and hitherto unheard of abnormal students-teacher ratios in classrooms.
Come 2008, the same government went ahead and introduced subsidized secondary
school education so as to mitigate transition to secondary school as the few existing
schools then couldn’t accommodate all the primary school graduates. Every public
primary school had a scion secondary school set up in close proximity, most of which
were mixed day, located in rural areas and had to content with meagre resources . Such
schools were categorized as sub-county schools, rooted at the bottom of Kenyan
education strata unlike their illustrious and well-endowed counterparts occupying upper
echelons of the education strata thereby classified as county, extra county and national
schools respectively.

The current research has been informed by the irony exhibited by the results in national
examinations whereby a clique of schools tend to post exemplary results while others
churn out disconcerting outcomes yet the curriculum implementers populating all schools
have undergone the same kind of training at the tertiary level of education. The
exchequer that handles their remuneration is the same barring the case of private schools
which are answerable to their proprietors. Save for the socio-economic status of the
learners which in turn accounts for the stratification, could there be school related factors
which influence learners' academic achievement that later on account for the discrepancy
in results? Is shambolic situation pertaining dismal performance in national examinations
by some schools remediable?

Regular change of the curriculum after two decades won’t take the nation anywhere, this
is the third time Kenya has altered its education system. The question that begs an answer
is, why hasn’t either Tanzania or Uganda changed their system? Britain, Kenya’s former
colonial master, hasn’t either while the much cherished United States of America isn’t
contemplating it at all. Kenya should not incur extra expenses in the name of overhauling
the curriculum after every two or three decades at most, that’s a costly exercise given that
a huge proportion of the budget goes to the education sector.

1.4 Purpose of the Study

The aim of the study was to investigate the influence of learning environment and its
effects on academic achievement of students at a specific public secondary school
situated in Kiminini Sub-county of Trans Nzoia County in Kenya, irrespective of whether
they’re day or boarding, mixed or pure sex. It turned out that the school - AIC Naisambu
Girls Secondary School - was a day pure girls school though with partial boarding section
for the candidates.

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1.5 Research Objectives

The study was guided by the following objectives;

- Ascertaining the influence of the hereditary, physiological and psychologica

factors (school-based, that is, emanating from the teachers and learners) on
students' academic achievement.

- Verifying the implication of the school’s geographical location and

stratification/categorization on the students’ academic achievement.

- Establishing the ramifications of the school’s leadership style (staff management

practices) and policy formulationon the academic achievement of students.

- Confirming the effects of the school’s immediate environment (peer groups, mass
media and culture) on the academic achievement of the students.

- Affirm the bearing of psychological factors emanating from both the learners
(entry behavior) and their teachers (personality) on the academic success of the
learners.

1.6 Research Questions

The following research questions were formulated for this study:

- Did the psychological factors emanating from both the learners and their teachers
thereby school-based have any bearing on the students’ academic attainment?

- In what ways did the school’s geographical location and

stratification/categorization had an influence on students' academic success?

- Did the principal’s or head teacher’s staff management practices and leadership
have any effect on student’s academic achievement?

- How did the subject teacher’s or classroom teacher’s professionalism and

mannerisms in relation to learners' entry behavior influence students’ academic
progress?

- How did the peer groups, mass media and society’s culture merge thereby affect
students' academic prowess and ability?

1.6.1 Research Hypotheses (Null)

Ho1: Head teacher’s staff management practices and leadership style had no effect on the
students’ academic attainment in public secondary schools in Central Sub-country, Trans
Nzoia County, Kenya.

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Ho2: A school’s geographical location and categorization had no influence on learners’
academic achievement in public secondary schools in Central Sub-county,Trans Nzoia
County, Kenya.

Ho3: Teacher professionalism and mannerism had no bearing on students’ academic

progress in public secondary schools in Kiminini Sub-County, Trans Nzoia County,
Kenya.

Ho4: Peer groups, media and society’s culture do merge but they had no consequence on
the students’ academic success in public secondary schools in Kiminini Sub County,
Trans Nzoia County, Kenya.

Ho5: Learners entry behavior and teachers personality did not have any bearing on
learners’ academic prowess and ability in public secondary schools in Kiminini Sub
County, Trans Nzoia, County Kenya.

1.7 Justification of the Study

 Attainment of national integrity, patriotism and unity as enshrined in the goals of

education paled into insignificance in light of the stratification prevalent in the
education system irrespective of the curriculum change.

Schools are classified as either national, extra county, county and sub county
which ironically seemed to have a strong bearing on the students’ performance in
national examinations. Additionally, learning institutions in rural areas couldn’t
match their urban areas counterparts when it pertained providing conducive
learning environment despite having almost identical learning resources. There
was an urgent need to tackle the disparity and discrepancy that’s the hallmark of
the Kenyan education system at the present moment.

 Students’ academic performance in Trans-Nzoia county had been facing several

challenges in relation to school environmental factors which had made the
transition of learners from secondary to tertiary institutions limited. Whereas extra
county and national schools were churning out impressive results, most sub
county and county schools couldn’t match their illustrious counterparts. There
was need to level the academic playing ground, get quality grades and therefore
need to carry out the study in the county which in turn could eliminate educational
bottlenecks in the county’s education strata.

1.8 Significance of the Study

The findings of the study might be significant in many ways.

- The Ministry of Education and secondary school Principals would be informed on

how to eliminate those factors contributing to poor learning environment hence
disconcerting academic performance.

13
 - The school principals, education officers and members of Board of Management
(BOM) could be made aware of school-based factors influencing learning
environmeng for better administration of secondary schools in Kiminini Sub-
county, Trans Nzoia County, Kenya thereby attainment of better grades and
overall performance in the academic realm.

- The information gathered might provide very useful reference for the Ministry of
Education Science and Technology (MoEST), Principals and Board of
Management (BOM) in re-examining and re-appraising their administrative styles
and attributes.

- The study might form a basis for further research and the findings would add to
the body of knowledge as very little had been done once influence of

school-based factors on learners’ academic success in public secondary schools.

- The study would help teachers to reduce environment related factors (school-
based) that hindered them from attaining national objectives in the classroom so
as to know ways of dealing with them thereby improve in overall students
academic achievement .

- The learners would also benefit by being given quality education since the
research would get solutions to different problems that afflicted them emanating
from the learning environment.

- Other stakeholders like the county and national government, community and
school administration would also know where to come in to support as each had
got vested interest.

1.9 Scope and Limitations of the Study

1.9.1 Scope of the Study

The geographical scope of the study was at AIC Naisambu Girls Secondary School of
Kiminini Sub-County, a public secondary school, in Trans-Nzoia County, Kenya. It is a
pure girls secondary school classified as a day school with partial boarding section. The
learning institution is further categorized as a sub-county public secondary school. All
secondary schools were in for consideration whether they were day or boarding, mixed
or pure sex, the only groups that had been excempted had been private schools alongside
primary schools plus junior secondary schools.

There were many environmental factors that could influence the academic achievement
of students in secondary schools but the study would aim its attention on those inside the
school and just in the vicinity of the learning institution. It focused mainly on crucial

14
learning environmental factors such as family and home factors, school settings, school’s
geographical location and categorization, the surrounding society’s culture, government’s
intervention in form of support whether financial or material, learners’ entry behavior and
teachers personality, the influence of the mass media, international community plus peer
group influence on student’s academic performance.

1.9.2 Limitations/ Delimitations of the Study

 Situated in a rather a cold environment and on top of that the school practice
coincided with the period of long-term rains season, showers hindered the
researcher from travelling to go and find research materials or even use data
collecting tools. The selected school was located near a tarmac road but the
interior parts where students (day scholars) resided alongside their parents had
untarmacked road which meant that the researcher had to contend with poor road
network when attempting to reach out to them. It was mostly slippery, muddy and
impassable due to intense rains especially during June and July. The tools had to
be prepared in advance and taken for use early to avoid rains but at times the rains
couln’t be avoided, then there had to be proper dressing or means of transport.

 The rains are always a portent to cold, flu and malaria presenting a much feared
health threat plus hazards. The researcher had previously had to deal with viral
infection necessitating x-ray previously; the thought of being in a very cold place
didn’t bode well at all for anyone who has previously suffered bouts of chest
related health issues that required lengthy treatment.

 The researcher had to work within truncated time frame, that’s despite the second
term being deemed lengthy due to the three months that are allotted to it. As a
teacher trainee, there were many challenges that one faced. Covid-19 pandemic
brought the change of the academic calendar in that the holidays got reduced to a
mere three weeks holidays while three days for half term, the second term had
two weeks washed off by the unprecedented flooding that afflicted the whole
country. The time to write the research report was very limited since the
researcher had lot to do at school in terms of lesson preparation, class teaching,
marking of students’ exercise books. He also was involved in other school
activities such as school routine activities and extra curricular activities, one of
them being sports and drama/choir. Second term being synonymous with ball
games, that easily hampered the project as the respondents were participating in
the games or choir plus choral verse presentation while the researcher was easily
be drawn in as an interested party such coaching legball girls team. The researcher
was an interested party, coaching and training soccer girls took much time as the
school participated in the zonals and sub county levels. It narrowly failed to make
it to the county levels, that in itself was intense and time consuming.

 The venue for the school practice was AIC Naisambu Girls Secondary School,
Kiminini Sub County, Trans Nzoia County, Kenya; whereas the lecturer in charge
(Dr. Masibo) was based in Bungoma County, that meant that regular meeting
with the supervisor for consultations was problematic since he was one of the
15
 assessors for school practice. He at times was busy or could be that the time he
was available, the researcher was held up with either school engagement or family
activities. Most of the other teaching practice assessors were also located in
Bungoma, the researcher was compelled to make regular contacts for extra
guidance through phone calls, electronic mails and even travelling back to the
university if necessary. The coordinator in charge of the researcher’s zone wasn’t
conversant with the area of specialization the researcher had selected thus
couldn’t provide much guidance beyond basic guidelines.

 One had to be time-conscious and made sure that he did the school studies in time
to save time for personal activities. Balancing of work, studies and family proved
big challenge but hard work and commitment was key. The researcher was part-
time student and had to juggle working to earn a living alongside studies, that
wasn’t easy as the work was tedious while studies equally needed much time.

 Getting information from certain quarters turned out to be difficult because of

expenses or availability of resource persons. The respondents (people to
interviewed or used questionnaires on) at times weren’t willing to help or lacked
time to give proper feedback. A couple of teachers and senior teachers for that
matter refused to be interviewed, they were either engrossed in their commitments
or had sadistic attitude thereby outrightly denied the researcher crucial
information. Some needed to be paid before they helped therefore a proper budget
had to be be made for such eventualities which ended up being very expensive.

 The reopening of the schools for the second term was pushed further back by a
fortnight due to unprecedented floods that afflicted the entire country causing not
only mayhem but eating into the time that the researcher could have used to
interact with the respondents and established rapport.

 The half term break was extended by four days instead of three meaning it lasted
a whole week creating a problem in form of syllabus coverage. As a result the
researcher cum teacher trainee had to use remedial lessons to make up for the lost
time.

 Examinations, ballgames and students being sent home regularly for school fees
collection ate into the scarce time meaning that the researcher or teacher trainee
had very limited time.

 Prior to the reopening, the researcher contracted a bout of smallpox infection as

he attempted to orient experimental respondents and practise a mock interview
session. Treatment lasting one week saw to it that the initiative was brought to a
premature end much earlier than anticipated.

16
1.10 Assumptions of the study

 All the respondents whether teachers or students within the sampling area were
able to read then understand questions required of them well before eliciting a
response.

 The selected sample would be a true reflection of the total population whereas the
analytical tools would be reliable.

 The Hawthorne’s effect won’t come to play when the researcher opted to observe
the participants during the study as their awareness of being studied could have
motivated them to perform better. The mere presence of the researcher might have
unwittingly induced enthusiasm among the respondents.

 Secondary school teachers tended to be very cooperative lot, always willing to

help in the research. It would be much easier as the researcher was a practicing
teacher albeit for a brief stint as a teacher trainee.

 Since it (Trans Nzoia county) was county that the researcher has been in for a
while, it would be easy to get places to comfortably do the research successfully.
There was likely to be no culture shock, establishing rapport with the respondents
wouldn’t present much challenges.

1.11 Theoretical framework

Bronfenbrenner’s ecological systems theory posits that an individual’s development is

influenced by a series of interconnected environmental systems, ranging from the
immediate surroundings (e.g., family) to broad societal

structures (e.g., culture). These systems include the microsystem, mesosystem,

exosystem, macrosystem, and chronosystem, each representing different levels of
environmental influences on an individual’s growth and behavior.

Bronfenbrenner’s ecological systems theory views child development as a complex

system of relationships affected by multiple levels of the surrounding environment, from
immediate family and school settings to broad cultural values, laws, and customs.
To study a child’s development, we must look at the child and their immediate
environment and the interaction of the larger environment.

Bronfenbrenner divided the person’s environment into five different systems: the
microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.
The microsystem is the most influential level of the ecological systems theory. This is the
most immediate environmental setting containing the developing child, such as family
and school.

Bronfenbrenner’s ecological systems theory has implications for educational practice.

Bronfenbrenner (1977) suggested that the child’s environment is a nested arrangement of
structures, each contained within the next. He organized them in order of how much of an
impact they have on a child.
17
He named these structures the microsystem, mesosystem, exosystem, macrosystem and
the chronosystem. Because the five systems are interrelated, the influence of one system
on a child’s development depends on its relationship with the others.

 The Microsystem

The microsystem is the first level of Bronfenbrenner’s theory and is the things
that have direct contact with the child in their immediate environment. It includes
the child’s most immediate relationships and environments. For example, a
child’s parents, siblings, classmates, teachers, and neighbors would be part of
their microsystem.

Relationships in a microsystem are bi-directional, meaning other people can influence the
child in their environment and change other people’s beliefs and actions. The interactions
the child has with these people and environments directly impact development. For
instance, supportive parents who read to their child and provide educational activities
may positively influence cognitive and language skills. Or children with friends who
bully them at school might develop self-esteem issues. The child is not just a passive
recipient but an active contributor in these bidirectional interactions.

 The Mesosystem

The mesosystem is where a person’s individual microsystems do not function

independently but are interconnected and assert influence upon one another.

The mesosystem involves interactions between different microsystems in the child’s life.
For example, open communication between a child’s parents and teachers provides
consistency across both environments.
However, conflict between these microsystems, like parents and teachers blaming each
other for a child’s poor grades, creates tension that negatively impacts the child. The
mesosystem can also involve interactions between peers and family. If a child’s friends
use drugs, this may introduce substance use into the family microsystem. Or if siblings do
not get along, this can spill over to peer relationships.

 The Exosystem

The exosystem is a component of the ecological systems theory developed by

Urie Bronfenbrenner in the 1970s.

It incorporates other formal and informal social structures. While not directly interacting
with the child, the exosystem still influences the microsystems.
For instance, a parent’s stressful job and work schedule affects their availability,
resources, and mood at home with their child. Local school board decisions about
funding and programs impact the quality of education the child receives.
Even broader influences like government policies, mass media, and community resources
shape the child’s microsystems.
For example, cuts to arts funding at school could limit a child’s exposure to music and art
enrichment. Or a library bond could improve educational resources in the child’s
community. The child does not directly interact with these structures, but they shape their
microsystems.
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  The Macrosystem

The macrosystem focuses on how cultural elements affect a child’s development,

consisting of cultural ideologies, attitudes, and social conditions that children are
immersed in.

The macrosystem differs from the previous ecosystems as it does not refer to the specific
environments of one developing child but the already established society and culture in
which the child is developing.Beliefs about gender roles, individualism, family structures,
and social issues establish norms and values that permeate a child’s microsystems.

For example, boys raised in patriarchal cultures might be socialized to assume

domineering masculine roles. Socio-economic status also exerts macro-level influence –
children from affluent families will likely have more educational advantages versus
children raised in poverty.
Even within a common macrosystem, interpretations of norms differ – not all families
from the same culture hold the same values or norms.

 The Chronosystem

The fifth and final level of Bronfenbrenner’s ecological systems theory is known
as the chronosystem. The chronosystem relates to shifts and transitions over the
child’s lifetime. These environmental changes can be predicted, like starting
school, or unpredicted, like parental divorce or changing schools when parents
relocate for work, which may cause stress.

Historical events also fall within the chronosystem, like how growing up during a
recession may limit family resources or growing up during war versus peacetime also fall
in this system.
As children get older and enter new environments, both physical and cognitive changes
interact with shifting social expectations. For example, the challenges of puberty
combined with transition to middle school impact self-esteem and academic performance.
Aging itself interacts with shifting social expectations over the lifespan within the
chronosystem. How children respond to expected and unexpected life transitions depends
on the support of their ecological systems.

The Bio-ecological Model

It is important to note that Bronfenbrenner (1994) later revised his theory and instead
named it the ‘Bioecological model’.
Bronfenbrenner became more concerned with the proximal development processes,
meaning the enduring and persistent forms of interaction in the immediate environment.
His focus shifted from environmental influences to developmental processes individuals
experience over time.
‘…development takes place through the process of progressively more complex
reciprocal interactions between an active, evolving biopsychological human organism
and the persons, objects, and symbols in its immediate external environment.’
(Bronfenbrenner, 1995).
Bronfenbrenner also suggested that to understand the effect of these proximal processes
on development, we have to focus on the person, context, and developmental outcome, as
these processes vary and affect people differently (Bronfenbrenner & Evans, 2000).
19
While his original ecological systems theory emphasized the role of environmental
systems, his later bioecological model focused more closely on micro-level interactions.
The bio-ecological shift highlighted reciprocal processes between the actively evolving
individual and their immediate settings. This represented an evolution in
Bronfenbrenner’s thinking toward a more dynamic developmental process view.

However, the bioecological model still acknowledged the broader environmental systems
from his original theory as an important contextual influence on proximal processes. The
bioecological focus on evolving person-environment interactions built upon the
foundation of his ecological systems theory while bringing developmental processes to
the forefront.

Classroom Application

The Ecological Systems Theory has been used to link psychological and educational
theory to early educational curriculums and practice. The developing child is at the center
of the theory, and all that occurs within and between the five ecological systems are done
to benefit the child in the classroom.

According to the theory, teachers and parents should maintain good communication with
each other and work together to benefit the child to strengthen the development of the
ecological systems in educational practice.
Teachers should also understand the situations their student’s families may be
experiencing, including social and economic factors that are part of the various systems.
According to the theory, if parents and teachers have a good relationship, this should
positively shape the child’s development. Likewise, the child must be active in their
learning, both academically and socially. They must collaborate with their peers and
participate in meaningful learning experiences to enable positive development (Evans,
2012).

Critical Evaluation

Bronfenbrenner’s model quickly became very appealing and accepted as a useful

framework for psychologists, sociologists, and teachers studying child development. The
Ecological Systems Theory provides a holistic approach that is inclusive of all the
systems children and their families are involved in, accurately reflecting the dynamic
nature of actual family relationships (Hayes & O’Toole, 2017). Paat (2013) considers
how Bronfenbrenner’s theory is useful when it comes to the development of immigrant
children. They suggest that immigrant children’s experiences in the various ecological
systems are likely to be shaped by their cultural differences. Understanding these
children’s ecology can aid in strengthening social work service delivery for them.

- A limitation of the Ecological Systems Theory is that there is limited research

examining the mesosystems, mainly the interactions between neighborhoods and
the family of the child (Leventhal& Brooks-Gunn, 2000). Therefore, the extent to
which these systems can shape child development is unclear.

- Another limitation of Bronfenbrenner’s theory is that it is difficult to empirically

test the theory. The studies investigating the ecological systems may establish an
effect, but they cannot establish whether the systems directly cause such effects.
20
 - Furthermore, this theory can lead to assumptions that those who do not have
strong and positive ecological systems lack in development. Whilst this may be
true in some cases, many people can still develop into well-rounded individuals
without positive influences from their ecological systems.

For instance, it is not true to say that all people who grow up in poverty-stricken areas of
the world will develop negatively. Similarly, if a child’s teachers and parents do not get
along, some children may not experience any negative effects if it does not concern them.
As a result, people need to avoid making broad assumptions about individuals using this
theory. The world has greatly changed since this theory was introduced, so it’s important
to consider whether Bronfenbrenner’s theory is still relevant today.

Kelly and Coughlan (2019) used constructivist grounded theory analysis to develop a
theoretical framework for youth mental health recovery and found that there were many
links to Bronfenbrenner’s ecological systems theory in their own more recent theory.
Their theory suggested that the components of mental health recovery are embedded in
the ‘ecological context of influential relationships,’ which fits in with Bronfenbrenner’s
theory that the ecological systems of the young person, such as peers, family, and school,
all help mental health development.

One should also consider whether Bronfenbrenner’s theory fits in with advanced
technological advancements in the 21st century. It could be that the ecological systems
are still valid but may expand over time to include new modern developments.

The exosystem of a child, for instance, could be expanded to consider influences from
social media, video gaming, and other modern-day interactions within the ecological
system.

Navarro &Tudge (2022) proposed the neo-ecological theory, an adaptation of the bio-
ecological theory. Below are their main ideas for updating Bronfenbrenner’s theory to the
technological age:

 Virtual microsystems should be added as a new type of microsystem to account

for online interactions and activities. Virtual microsystems have unique features
compared to physical microsystems, like availability, publicness, and
asychnronicity.
 The macrosystem (cultural beliefs, values) is an important influence, as digital
technology has enabled youth to participate more in creating youth culture and
norms.
 Proximal processes, the engines of development, can now happen through
complex interactions with both people and objects/symbols online. So, proximal
processes in virtual microsystems need to be considered.

In the 1970s, drawing on foundations from theories by Vygotsky, Bandura, and others
acknowledging environmental impact, Bronfenbrenner articulated his groundbreaking
Ecological Systems Theory.

21
This framework mapped children’s development across layered environmental systems
ranging from immediate settings like family to broad cultural values and historical
context.

Bronfenbrenner’s ecological perspective represented a major shift in developmental

psychology by emphasizing the role of environmental systems and broader social
structures in human development.
The theory sparked enduring influence across many fields, including psychology,
education, and social policy.

The Ecological Systems Theory has contributed to our understanding that multiple levels
influence an individual’s development rather than just individual traits or characteristics.
Bronfenbrenner contributed to the understanding that parent-child relationships do not
occur in a vacuum but are embedded in larger structures.

Ultimately, this theory has contributed to a more holistic understanding of human

development, and has influenced fields such as psychology, sociology, and education.
If a child experiences conflict or neglect within their family, or bullying or rejection by
their peers, their microsystem may break down. This can lead to a range of negative
outcomes, such as decreased academic achievement, social isolation, and mental health
issues.
Additionally, if the microsystem is not providing the necessary support and resources for
the child’s development, it can hinder their ability to thrive and reach their full potential.

The ecological systems theory explains peer pressure as a result of the microsystem
(immediate environment) and mesosystem (connections between environments) levels.
Peers provide a sense of belonging and validation in the microsystem, and when they
engage in certain behaviors or hold certain beliefs, they may exert pressure on the child to
conform. The mesosystem can also influence peer pressure, as conflicting messages and
expectations from different environments can create pressure to conform.

1.11 Conceptual framework

The conceptual framework of this study showed the inter-relationship between the
independent variable which were teacher mannerisms and professionalism, head teacher’s
leadership style, availability of teaching and learning resources, student’s entry behavior,
level of training and work load of the teacher. On the other hand, the dependent variable
was learner’s academic achievement and whereas the intervening variables (government
support, category of school, geographical location of the school and school culture in
form of peer groups plus media).

INDEPENDENTVARIABLES DEPENDENT VARIABLES

 School Setting
 Family & Home - Leadership style &
factors staff management
 Learners entry - Teacher
behavior professionalism &
mannerism

22
  Government’s support
 School type
(category/location)
 Society’s culture, mass
media & peer groups
 Multinational’s
community

Intervening Variables

Figure 1.1: Conceptual Framework

Source: Own Conceptualization 2024

CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction

This chapter addressed the review of literature related to the study in line with the
research objectives. It began by addressing the influence of family and home factors on
academic achievement of learners, influence of school setting onstudents' academic
achievement, influence of the society’s cultural orientation, mass media and peer group
on academic achievement of students, the influence of government support, school’s
geographical location and the involvement of the multinational/international community
on the academic achievement of students and the summary of the gap in the review
literature.

2.2 The influence of immediate family and home setting on the learners'

academic achievement.

Families affected students’ learning behaviors and academic achievement in important

ways, as they were the primary and most significant environments which earners were
exposed to. Coleman’s report (1966) showed that families might play even more
important roles in students’ academic achievement than schools and communities. Since
then, the line of empirical research on family background and students’ achievement had
found that the family social economic statuses might affect children’s academic
achievements more than the impact of schools (Coleman et al. 1966;
Peaker 1971;White 1980;Sirin 2005; Cheadle 2008).

The Coleman’s hypothesis had been supported by some research and fieldworks based on
some Chinese provinces and cities too. For instance, Fang and Feng (2008) found that the
family’s social economic status affects learners’ academic scores significantly using the
survey data of the middle school students of Nanjing. Sun et al. (2009) found a
significant positive effect of the parent’s income and educational levels on the academic
23
achievement of primary school students based on a Longitudinal Survey of Families and
Children in Gansu province. Studies have explored the mechanisms of families affecting
children’s academic achievement based on the study of Coleman, from the human capital
theory, cultural capital theory and social capital theory and so on.

The human capital theory claimed that education was an important human capital
investment, where the “cost-benefit” framework was the primary principles for families
to make educational investment decision, and the difference in children’s educational
achievement was mainly caused by the difference of family educational investment.
Because of the limitation of family resources, parents of poor families usually were not
able to invest sufficiently in their children’s education, which affects their children’s
academic achievement (Becker 1964). Gross (1993) showed that students’ cognitive
skills are positively related to their parents’ socioeconomic status.

The cultural capital theory stressed that family cultural resources and environment
determined children’s educational aspirations and performances. Compared to families
with insufficient cultural capital, parents with rich cultural capital were more aware of the
rules of schools, invested more cultural resources, paid more attention to cultivate the
children’s educational aspiration and interest, helped children with school curriculum,
and enabled them to perform in academics outstandingly (Bourdieu and Passeron 1990).
Sewell and Hauser (1993) showed that parents’ educational expectations had significant
effects on junior students’ academic performances.

Social capital theory emphasized the participation of parents in education and children’s
learning behaviors and achievement; parents with higher social economic status usually
participated in their children’s learning activities more intensively, paid more attention to
communication with teachers, managed the children’s school absence and other risky
behaviors, and improved the children’ academic performance (Coleman 1988).

Empirical studies showed that parental educational participation, such as discussing

school things with children, checking their homework, and participating in school
activities, could improve children’s academic performances (Pong et al. 2005). Due to the
heterogeneity of allocation of educational resources across rural and urban areas,
districts, and schools, when talking about the relationship between family background
and educational achievement of children in China, scholars also regard the school quality
as an important factor. The outstanding teaching resources and peers that concentrate in
key schools have important impacts on the accessibility of educational opportunities of
the next stage for children.

Families with higher social economic status can make use of their advantages to gain
access to better education opportunities for their children, to enhance their possibilities of
obtaining higher education (Li 2006; Liu 2008; Zhao and Hong 2012). Research shows
that the parental social economic status can affect their children’s schooling quality
significantly. The higher the social economic status of a family, the better schools their
children attend (Wen 2006; Chen and Fang 2007; Li 2008; Wu 2013b).

In spite of the different theoretical perspectives, most research pays attention to the paths
and mechanisms of how the social economic status of a family affects the children’s
academic achievements. Among these, human capital theory stresses the role of the
economic resources of family and educational investment in children’s education,
cultural capital and social capital theory pay more attention to the role of parent’s
educational level and participation on children’s academic performance, and the
24
perspective of school quality argues that the social economic status of a family affects
children’s academic performance and chance of continuing schooling through affecting
school qualities. Actually, the impacts of any type of factors cannot exist independently.
All family economic resources, family environment and school qualities are important.
The issue is that all of them are exogenous factors which only take effect through
students’ behaviors, i.e., through children’s academic achievements.

2.3 The influence of school setting factors on the academic achievement

of the students

Students between the ages of 5 and 18 years of age are expected to learn in school. It is
their primary job in society, and it’s possibly the one thing that will prepare them to
become productive members in their adult years. What they learn will also determine the
choices they’ll make when they enter the workforce or continue onto higher education. In
order for students to learn, there are several factors that must be considered. Most of
these factors are external; they deal with social or cultural values (WH Magazine, 2020).
Also, it may be determined by the school’s environment as well as the teachers and
administrators that teach them. Still, another important factor falls upon the student’s
ability and willingness to learn.

The condition and availability of resources at a school can play a major factor. A typical
example of a classroom one could come across characterized thus: It is small, cramped
and its entrance is through another classroom. On top of that, it is near the train tracks on
one side and the wood and metal shop on the side. It is noisy, and students are easily
distracted. Teaching in this classroom is equally tough, it is of no-doubt that effective
learning cannot take place in this type of classroom. A well-equipped class with space
and the least amount of distractions will usually help students – especially those with
learning disabilities – to focus on instructions.

Safety, or the sense of feeling safe, can affect student learning. Having taught at a school
that was once plagued by riots, student fights, and gang problems, one caneasily seen
what happen will when student safety is compromised.

While some students will seek refuge in teachers’ houses during lunch or when these
incidents occur, others simply stop coming to school. If students feel safe, they will not
have to worry about conflicts at all. If they are the target of bullying, afraid of being
caught up in an upheaval such as school-wide fights or riots, then they will be more
worried about these problems rather than what’s being taught in English or Math class
(WH Magazine, 2020).

The following are factors that can affect the way a student learns during these
formative years.

- Physical Facilities: Learning is a complex activity that puts students’ motivation

and physical condition to the test (Lyons, 2002). It has been a long-held
assumption that curriculum and teaching have an impact on learning. However, it
is becoming more apparent that the physical condition of various schools can
influence students' academic achievement.

25
School facilities constitute major determining factor toward ensuring quality education. It
is one of the yardsticks for measuring the level of educational growth and development. It
implies substantial cost of the school system for their establishment, if not properly
managed and maintained, it will affect the academic performance of students. School
facility is the process which ensures that buildings and other technical systems support
the operations of an organization. Programme in Educational Building (PEB), (2008)
described school facilities as the practice of co-ordination of the physical workplace with
the people and the work of the organization; it integrates the principles of school
administration, architecture and the behavioral and engineering sciences. Provision of
good quality education requires adequate physical facilities such as classrooms,
laboratories, human resource in form of teachers and support staff which are acquired
based on availability of financial resources in schools.

Facilities refer to the entire environment of the school or an organization; it refers to both
the physical and material resources available to the students and teachers in the school to
facilitate teaching-learning process. The classrooms; the libraries and the laboratories for
sciences are the three main areas of facilities identified in the school system or
environment (Onyeji, 2000). Taking library for example, Yeater (2013) states that in
terms of the availability of the libraries of the school facilities, a great many of secondary
schools have no functional libraries, and where some libraries are found, there are no new
or current books that are relevant to the current secondary school programmes. In effect,
this has been affecting students’ learning ability and subsequently affecting their
academic performance.

The importance and uses of the library cannot be under-rated. Libraries and books give
great assistance to both teachers and learners. In a situation whereby secondary school
students are left with no choice but to make their text books as the only source of
knowledge, the danger of exposing them to obsolete knowledge in old books donated by
the British Council several years ago as one normally finds in the old secondary schools
should not be overlooked.

According to Dada (2004) anyone who is familiar with secondary school classrooms will
agree that no meaningful teaching – learning activities can effectively take place in most
of them, even if teachers are God-sent and the learners are celestial pack of highly
intelligent personalities; the problem is that where there are classrooms, they are
overcrowded to the extent that rooms originally meant for between 30 and 40 students,
take between 60 and 80 students with a good number of them sitting on windows. In this
situation, neither the teacher nor the students can move freely as expected in primary and
secondary school classrooms. This is why many teachers do not give assignments to such
large number of students regularly as expected. And this affects students’ academic
performance drastically.

On science laboratories, Olarewaju (2004) claims that only few schools have science
laboratories which are well equipped to carry out scientific experiments in courses such
as Biology and Biological Sciences, Physics and Physical Sciences, and Chemistry. A
good number of schools teach Biology or Chemistry as if they are non-science subjects
without laboratory. Some other schools teach the three branches of science without
laboratories in the hope that they would use other schools’ laboratories during their
examination or compel students to contribute money for purchase of science equipment
through the Parent-Teacher Associations (PTA).
26
It should be noted that the greatest failure rate in the sciences is not because schools lack
the essential science materials but rather, they resort to the theoretical science without the
use of laboratory. The contention is that the state has been unfair not only to students in
secondary schools but also to the state herself. This is because no nation can develop
technologically through theoretical teaching of science subjects, under poor educational
facilities; no meaningful teaching and learning can take place, and the normal refrain in
the educational circle is that all is well with secondary schools.

- The Psychological Environment: This refers to the kind of atmosphere under which
the individual interact with the other persons in the school. High quality learning
will take place in a classroom where the teachers’ relationship with his students is
non-threatening, cordial and loving (Okoro, 2017).

Learning in such an atmosphere will definitely be better than learning in an

atmosphere where the teacher abuses, ridicules, humiliates, or even brutalizes the
students.

Learning is also adversely affected where there is aggressiveness, envy and jealousy
among the students. A situation where the senior students are allowed to maltreat and
mistreat their juniorcounterparts does not create a healthy environment for learning. In a
good learning environment, the learners should have respect for one another. There
should also be healthy competition and cooperation among the students.

Another critical factor, some may say the most important one – is the student’s
willingness to learn. If a student is eager, motivated, or goal oriented, the likelihood is
that student will learn. If not, the student may regurgitate the education given to him or
her but not retain it. Student learning is a multi-faceted system. A student may prosper
when several of these factors are in play. Even if one factor is missing, he or she will be
able to learn. However, in the long run, the willingness to learn may trump all other
factors, for it is up to the individual to overcome difficulties and reach the educational
goal that he or she wants.

Also, learning disabilities can affect the way a student learns. A disability may affect a
student’s ability to either learn visually or audibly. Also, a student’s memory, attention
and capacity to retain information can be greatly affected. Student’s interest in a topic
holds so much power. When a topic connects to what students like to do, engagement
deepens as they willingly spend time thinking, dialoging, and creating ideas in
meaningful ways.

Making learning contextual to real-world experiences is a key learning technique with

differentiating for student interests. Often the core content and concepts are represented
in the world beyond the classroom or school building -- in ways that students cannot see,
as if they're walking through life wearing a blindfold. When teachers plan for content,
processing, and product, differentiating by interests helps remove the blindfold so that
learners can see those invisible concepts made visible (McCarthy, 2014).

It should be stated further that, factoring for student’s interests workwell with
instructional planning based on readiness and learning profiles. Readiness combined with
interest leads to students doing work at a respectable complexity level with the familiarity
of a topic that they relate to. For example, students could write persuasive reviews about
27
games or items that they know intimately, or they might explore science concepts through
LEGO Robotics.

Matching learning profiles with student's interest allows learners to process

understanding of concepts through different modalities based on their own experiences.
One example is students watching videos, listening to speakers, and journaling to make
comparisons between social injustices from the past and forms of bullying that occur in
today's schools and communities.

According to McCarthy, 2014, many students may share common ground, which means
that there's often something for everyone. For individuals with serious disengagement
issues, the benefit is that disengaged students will make the connections they need, and
others get to see the learning target from a new perspective. Differentiating products are a
common place to embed interests. A higher level of activating interest is to have students
propose their own ideas for products and activities. This constructivist approach engages
students to do more complex work and spend more time on the task than they normally
would. It also terrifies some teachers on how to quality control the vast variety of
products those students could develop.

In another development, Mondal (n.d) asserted that learning is self-initiated, but it must
be aided by motives so that the learner will persist in the learning activity. A definite
motive is valuable in all work, as motives make for readiness. The greater the readiness,
the greater will be the attention given to the work at hand and the sooner will the desired
result be achieved. It is important to attempt to get the learner into a state of readiness for

it increases the alertness, vigor, and whole-heartedness of learning. In trying to achieve

some end, the more acute the readiness, the more satisfying the reaction. The activities
which are futile become annoying. One sure means of putting the law of effect into
operation is to assist the learner to achieve ends and purposes which he or she is zealous
to attain. The real problem in motivating schoolwork is to discover values strong enough
to stimulate the pupils to effective effort.

2.4 The effect of government’s support and intervention on the

academic achievement of students

Access to quality education is a fundamental right that should be available to all

individuals, regardless of their background or socioeconomic status. Government policies
play a crucial role in shaping the educational landscape and ensuring equitable
opportunities for every student.

Hereby delved into are the impacts of government policies on education access and
equity, explored also are the initiatives and strategies employed to bridge the gap and
create a more inclusive educational system.

28
Education access refers to the availability and opportunity for individuals to enroll in
educational institutions and pursue their learning journey. Equity, on the other hand,
entails providing fair and just opportunities to all students, regardless of their socio-
economic, cultural, or geographical circumstances. Education access without equity can
perpetuate disparities and hinder social mobility. Therefore, it is crucial to address both
access and equity to ensure a truly inclusive education system.

Government policies are essential tools for shaping the education sector and addressing
issues of access and equity. These policies aim to remove barriers, provide resources, and
implement strategies that promote equal educational opportunities for all students. By
setting standards, allocating funding, and establishing regulations, governments can
influence the overall educational landscape and create an environment that supports
access and equity.

Eliminating Financial Barriers: Government policies can play a crucial role in

reducing financial barriers to education. Through initiatives such as scholarships, grants,
and financial aid programs, governments can ensure that students from low-income
backgrounds have the necessary financial support to access quality education. By
providing tuition assistance, textbook subsidies, and transportation allowances,
governments can alleviate the financial burden on students and their families, enabling
broader access to educational opportunities.

Expanding Infrastructure: Government policies focuson expanding educational

infrastructure in underserved areas to improve access. This includes building schools,
libraries, and learning centers in remote or economically disadvantaged regions. By
investing in infrastructure development, governments can ensure that students have
access to educational facilities in their own communities, reducing the need for long
commutes and overcoming geographical barriers.

Promoting Inclusive Enrollment Practices: Government policies mandate

inclusive enrollment practices to ensure that educational institutions do not discriminate
based on gender, ethnicity, disability, or socio-economic status. These policies
requireschools to implement transparent admission processes that prioritize inclusivity
and diversity. By promoting inclusive enrollment practices, governments create a level
playing field for all students, regardless of their background, and foster a more inclusive
educational environment.

Addressing Achievement Gaps: Government policies targets achievement gaps by

implementing specific interventions and support systems for disadvantaged students. It
involves allocating additional resources to schools in low-income areas, implementing
targeted tutoring or mentoring programs, or providing professional development for
teachers to address diverse learning needs. By addressing achievement gaps, governments
strive to ensure that every student has an equal opportunity to succeed academically,
regardless of their background.

Supporting Special Education: Government policies play a crucial role in

supporting students with special educational needs. By enacting laws and regulations that
ensure access to appropriate accommodations, specialized services, and inclusive
educational environments, governments can promote equity for students with disabilities.
29
These policies can also involve training programs for teachers and professionals to
enhance their ability to cater to the diverse needs of students with disabilities.

Promoting Culturally Responsive Education: Government policies emphasize

the importance of culturally responsive education, recognizing the unique cultural
backgrounds and experiences of students. It involves incorporating diverse perspectives
and content into the curriculum, fostering inclusive classroom environments, and
providing professional development for teachers on cultural competency. It is possible to
promote culturally responsive education which can be achieved through research done by
a professional team that will help the government to create an equitable educational
experience that values and respects the cultural identities of all students.

Government policies play a pivotal role in shaping education access and equity. By
implementing strategies to eliminate financial barriers, expand infrastructure, promote
inclusive enrollment practices, address achievement gaps, support special education, and
foster culturally responsive education, governments can create a more inclusive and
equitable educational system. It is imperative for policymakers to prioritize education
access and equity, as they are crucial foundations for building a society that values and
nurtures the potential of every individual.

2.5 The influence of socio-cultural factors on the academic performance

of students

In the realm of instructional design, it is crucial to acknowledge and consider the impact
of socio-cultural factors on the effectiveness of learning programs. Socio-cultural factors
encompass various elements such as cultural norms, social interactions, beliefs, values,
and historical contexts that shape individuals’ learning experiences. Failure to address
these factors in learning design can lead to sub-optimal outcomes, hindering the
achievement of program objectives. The following is an exploration of the significance of
socio-cultural aspects in e-learning design and provision examples of how overlooking
them can impact learning programs.

 The Socio-Cultural Perspective in Instructional Design: The socio-cultural

perspective recognizes that learning is a social and cultural process, heavily
influenced by the surrounding environment and social interactions. This
perspective emphasizes the importance of considering learners’ cultural
backgrounds, prior knowledge, and social interactions when designing effective
learning experiences. By incorporating socio-cultural factors, instructional
designers can create more engaging and meaningful e-learning programs.

There are four key socio-cultural factors that an instructional designer must keep in mind
when designing a learning program. A perfectly designed program could be rendered
ineffective if these sociocultural factors are not accounted for.

 Language and Cultural Relevance: A learning program that embraces the

diversity of languages and cultures within the target audience establishes stronger

30
 connections and fosters inclusivity, thus avoiding any potential sense of alienation
among learners. By incorporating culturally relevant examples, inclusive
language, and diverse perspectives, instructional designers can create an
environment where learners feel valued and engaged, leading to a deeper
understanding and application of the content. For instance, if an e-learning
module on business ethics for learners in East Asia primarily uses Western
cultural examples and references, learners might struggle to relate to the content.

 Stereotypes & Biases: Instructional designers must carefully craft the examples
and scenarios in a learning program to avoid the perpetuation of stereotypes or
biases, which could lead to learner disengagement or even offense. For example,
using images, scenarios, or language that unintentionally marginalize or
stereotype certain cultural groups can create a negative learning environment. To
avoid such pitfalls, instructional designers must undertake cultural research,
engage in diverse perspectives, and ensure their content is respectful, and
inclusive, and promotes cultural understanding.

 Technology Accessibility and Equity: Socio-cultural factors extend beyond

cultural aspects to include factors such as accessibility and equity. An inclusive e-
learning program recognizes the importance of technology accessibility and
strives to provide equitable learning opportunities for all. By offering multiple
delivery methods, such as offline materials or mobile-compatible resources,
instructional designers can accommodate learners with limited access to
technology or internet connectivity. This ensures that learners from diverse socio-
economic backgrounds can fully participate in the program and achieve the
desired learning outcomes. For instance, a program heavily reliant on high-speed
internet connections may exclude learners from regions with limited access.

 Collaborative Learning Opportunities: An effective e-learning program

embraces the socio-cultural learning theory by providing ample opportunities for
social interactions and collaboration. By integrating discussion forums, group
projects, and peer-to-peer feedback, instructional designers can promote a sense
of community, facilitate knowledge sharing, and enhance the overall learning
experience. Collaborative learning not only increases engagement but also
encourages critical thinking and problem-solving skills. An e-learning program
that lacks such opportunities may result in isolated and disengaged learners,
ultimately impeding the achievement of program objectives.

 Conclusion: Understanding and integrating socio-cultural factors into learning

design is essential for developing effective e-learning programs. By
acknowledging language and cultural relevance, promoting collaborative learning
opportunities, fostering cultural sensitivity and awareness, and addressing
technology accessibility, instructional designers in e-learning can enhance learner
engagement, promote inclusive learning environments, and facilitate the
achievement of program objectives. Embracing the socio-cultural perspective in
e-learning design can lead to more meaningful and impactful learning experiences
for all learners.

31
2.6 The influence of the multinational and international community’s

involvement on the academic achievement of students

Kenya, in 2008, committed to an ambitious vision: to become a newly industrialized

nation by 2030. The country has prioritized reforming its education system as key to
achieving this goal. With support from GPE, the government of Kenya is systematically
removing the barriers to quality education. From raising teaching standards to providing
greater access to textbooks and clean and safe sanitation, emphasis is placed on reaching
the most marginalized, including girls and refugee children. GPE and the government of
Kenya have developed a strong relationship since joining the partnership in 2005, with
GPE supporting the country’s education plans through both expertise and financing.

A GPE grant of US$88.4 million for 2015-2020 and additional financing of $9.7 million
for 2020-2022 have helped the country make impressive progress towards achieving the
goals of its Primary Education Development program. Kenya’s National Education
Sector Strategic Plan 2018–2022 incorporates lessons learned from previous education
initiatives and i regarded as a rigorous, government-owned strategy. The plan was praised
by development partners and civil society for moving Kenya in a positive direction, and
making effort to address challenges such as governance and accountability.
GPE has supported the country in the introduction of a competency-based curriculum, as
well as a competency-based assessment, which place emphasis on what children can do,
rather than on what they know, and improve the chances of student success.

Comprehensive and robust data is key to transforming the management and delivery of
education in Kenya. Tracking student enrollment, attendance, textbook distribution and
staffing needs strengthens planning. With GPE support, Kenya launched the National
Education Management Information System. This online platform generates accurate and
reliable data, allowing the government to address efficiency, accountability and
transparency issues.

Since switching from paper-based to web-based data collection, the percentage of

primary schools submitting data has increased from 60% in 2015 to 90% in 2021, and
data for primary education has been published annually from 2016.
“Through this system, every child will get a unique identifying number... the system can
track them even if they transfer to another school. And if they drop out, we can know that
and follow up. It will help us come up with good policies to offer quality basic education
for all our learners.”
Lynn Nyongesa (Ministry of Education)

To reduce teacher absenteeism, the government of Kenya with support from a GPE grant,
developed the Teacher Performance Appraisal Development (TPAD) tool. Managed by
the Teachers Service Commission (TSC), the TPAD allows the government to monitor
teachers’ attendance, syllabus coverage, performance, professional knowledge,
innovation and engagement with parents.
County education supervisors conduct regular classroom observations with teachers.
Teachers must also rate themselves on professional knowledge and application, time
management, innovation and creativity in teaching, among other criterion. The appraisals
from supervisors, along with the teachers’ self-appraisals, are uploaded every school term
via the TPAD tool on the TSC website. The result is an online database that the TSC uses
for decision-making.

32
“Our decisions are very objective now,” Caroline Mwakisha, TSC County Director for
Mombasa County explained. “It is your performance that will determine whether we can
deploy you to become a head teacher or a classroom teacher, for example. We are also
able to identify performance gaps and areas of weakness in our teachers and address them

through training programs, peer teaching, etc.”

“The TPAD has made teaching a new career: it has finally gotten the dignity it deserves.
And today’s teacher is a new teacher. They are motivated, they are focused and they are
happy. They are proud to be teachers - which is a beautiful thing.” Caroline Mwakisha,
TSC County Director for Mombasa County.

Teacher appraisals using the Teacher Performance Appraisal Development (TPAD) tool
were rolled out in 4,000 pilot schools, and the program proved to be such a success that it
was extended to all primary schools nationwide. As a result, GPE funding supported
around 258,000 teacher appraisals – 32,700 teachers in the original 4,000 schools and
225,300 additional teachers nationwide.

GPE funding also helped train more than 102,000 teachers in teaching mathematics. The
impact of new training was monitored and teachers received feedback on their
performance. Over 218,500 lessons were observed by trained curriculum support officers.
Most teachers have rated the support as very useful, and the observation activities have
been institutionalized within the Teacher Service Commission (TSC) through the TPAD
system.

Improving teacher competencies in mathematics instruction and the provision of

textbooks helped Kenya achieve one of the main objectives of the Primary Education
Development program: improve early grade mathematics competency. The proportion of
grade 2 students meeting the minimum proficiency in mathematics increased from 79.1
percent to 81.5 percent between 2016-2021 (a notable achievement taking into account
the COVID-19 disruptions).

Kenya’s Primary Education Development program addressed multiple barriers to

learning, including measures such as improved sanitation, enhanced teaching standards
and access to textbooks. Significant strides have been made in gender equality in
particular, with the gross enrollment for girls and boys almost equal.

The GPE grant was used to improve performance while increasing girls’ enrollment and

retention
"Most of the children in our school come from the slums. A program like this gives those
children the chance to learn and to become what they are supposed to become. We expect
we shall have engineers coming from the slums, as well as doctors, social workers… This
program will take this country to very great heights.”
Nicholas Gathemia
Head teacher, Nyamachaki Primary School, Nyeri County

GPE funding also supported the allocation of school grants to implement activities
outlined in schools’ improvement plans. 4,000 schools participated, including 1,400
schools located in the more marginalized arid and semi-arid counties. Each school
received a US$5,500 grant towards initiatives including the construction of toilets,

33
activities to raise community awareness about the importance of girls’ education and
training of volunteers to keep girls safe on their way to school.

Other activities included providing girls with scholarships, free menstrual pads and
collecting household information on girls at risk of dropping out, in order to find ways to
support girls to continue with their studies.
“There is a positive correlation between performance and having (sanitation) facilities
that are clean and habitable for our children.”
Dr Belio Kipsang
Principal Secretary, Ministry of Education

A few years ago, at least 3 school children in Kenya had to share one mathematics
textbook, which had a negative impact on learning and exam grades. GPE has been
instrumental in securing a 70% saving on textbook procurement costs, resulting in more
than 10.5 million early grade mathematics textbooks being distributed to children in
grades 1, 2 and 3, in line with the government's goal of improving numeracy skills in
early grades.

Moreover, the textbooks and teachers’ guides were adapted for learners with hearing
impairment, low vision, total blindness and physical impairment. The adaptation of the
textbooks for learners with special needs is helping bridge inequality gaps. This initiative
has contributed to the country meeting its long-term goal of “one textbook for every
child” in just two years.

In total, 60 million textbooks have been distributed across the country to primary and
secondary schools, marking a historic milestone for the country’s education sector.

“The students like the new textbooks. They are attractive with different colors and
pictures that arouse their interest and help them concentrate. And because each child has
their own book... everybody does their work faster and we don't have a group that is
lagging behind."
Anne Irungu
1st grade teacher, Nyamachaki Primary School, Nyeri County

GPE support ensured these benefits extended beyond Kenyan children, with interventions
to integrate South Sudanese refugees into the education system, including adapting the
Education Management Information System to include them. In late 2017, GPE worked
with the education ministry and the United Nations High Commissioner for Refugees
(UNHCR) to distribute textbooks to refugees and internally displaced persons in the
Kakuma refugee camp in Northwest Kenya. The textbooks had been warehoused near the
camp, but administrative hurdles had prevented their distribution.

GPE and the government of Kenya continue to work together to ensure that the country’s
vision of becoming a newly industrialized nation can be achieved by 2030. To achieve
results at scale, GPE has supported Kenya to develop a partnership compact. Kenya has
prioritized improving learning, maintaining focus on the development of human capital
for productivity and growth.

The Kenya GPE Partnership Compact was developed through a consultative and
participatory process under the leadership of the government of Kenya, during which the
partners committed to work and support efforts by Kenya in the realization of the reform
agenda. Building on the substantial results achieved thus far, the country aims to address
34
persistent challenges, in particular regional disparities, to meet their goal of improving
learning for all.
The compact also serves as the basis for determining GPE grant resources and mobilizing
additional resources, and Kenya has received a US$53.3 million system transformation
grant and a US$2.8 million system capacity grant.

With co-financing support from the World Bank and the LEGO foundation, Kenya
unlocked the full US$50 million multiplier grant. This funding will support the Kenya
Primary Education Equity in Learning Program, reaffirming GPE's commitment to
working with the government of Kenya and partners to improve learning and ensure

quality education is accessible to all children in Kenya.

2.7 Summary of the Literature Review

In this chapter, the literature about the study had been reviewed and it had identified the
following gaps.

- On school setting, it is not clear whether head teacher’s leadership style and
policy making on curriculum implementation have any bearing on students’
academic achievement.

- Additionally, whether the teacher’s attitude (mannerisms and professionalism)

can influence the methodology of instruction or any other teacher-student
interaction.
- Many countries including Kenya, are not giving teachers proper training on
balancing delicately diverse roles that come along with the teaching vocation. The
in-service training is rarely done on issues such preparing teachers to take up roles
of foster parents and adopting positive discipline in the place of the outlawed
corporal punishment.

- More research should be done to get better attitudes among learners that in turn
can help reduce workload on the teachers’ side. Handling exceptional learners and
becoming effective as well efficient teachers can be accrued through research as
well.

35
CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

The chapter contained the research design, the area of study, the target population, the
sampling procedure of the study, sample size of the study, the data collection instruments,
validity and reliability of research instruments, the data collection procedure, the data
analysis and the ethical considerations of the study.

3.2 Research design

A research design is a procedure of collecting, analyzing, interpreting and reporting data

in research studies (Creswell & Plano-Clark, 2007; Creswell , 2013). This study adopted
a descriptive survey design. The design was appropriate for the study since it enabled the
researcher to gather information concerning the teacher factors and the use of
collaborative instruction of English in secondary schools in Trans Nzoia County, Kenya

3.3 Area of study

The study was carried out in public secondary school in Kiminini sub-county, Trans -
Nzoia county : Naisambu Girls Secondary School. Categorized as a sub county secondary
school, it is a pure girls school. Set up almost a decade ago, the school was set up to
relieve pressure on the nearby learning institution (Kibomet Secondary School) which is
densely populated by learners. The school is situated next to a chridren’s home (Esther
Home) which provides a refuge to destitute children and girls who got themselves in the
family way albeit premature. The school provides a route back to school for most of the
aforementioned especially teenage mothers, it has admitted almost three dozen girls who
are currently rebuilding their lives afresh. The county in question (Trans Nzoia) is located
in Western region of the Republic of Kenya and covers 2495.5 square kilometers with a
population of 990,341 connoting a population density of 397 people per square kilometer.
Trans Nzoia County borders the Republic of Uganda to the North West, Bungoma county
to West and South West, Uasin Ngishu and Kakamega counties to the South, West Pokot
County to the North, Elgeyo Marakwet County to the East. Located in the former Rift
Valley Province, Trans Nzoia County is further sub-divided into five sub-counties or
constituencies which were formerly referred to as districts. They’re namely: Saboti
(Trans Nzoia West), Cherang’any (Trans Nzoia East), Kwanza (Trans - Nzoia North
West), Endebess (Trans Nzoia North) and Kiminini (Trans - Nzoia Central). Further
subdivisions brings about twenty five electoral wards of which Cherangany has the
highest at seven, Kiminini ranks second with six, Saboti comes third with five, Kwanza is
fourth and Endebess had the least with three wards. Agriculture is the predominant
economic activity in the county and is the leading sub-sector in terms of employment,
food security, income earnings and overall contribution to the socio-economic well-being
36
of the people majority of whom depend on the sub-sector for livelihood. Large scale
maize and wheat farming characterize the major use of land in the county. The major
food and cash crops grown in the county are maize, wheat, tea, coffee, beans and
potatoes.

It is a cosmopolitan region with rich fertile soils making it not only viable for cash crop
and food crop farming as aforementioned but in addition it supports livestock rearing for
animals such cattle, sheep, goats, donkeys and horses (local and exotic). The inhabitants
of the region engage in a variety of agricultural activities as equally mentioned earlier,
which in turn increases their economic capacity to complement the government’s effort in
financing education. Kiminini Constituency has a total surface area of 395.3 km2 and is
the second smallest, in terms of land mass, after Saboti.The schools in Kiminini sub-
county are not churning impressive results full of quality grades in various subjects
which led to the research since hereditary, physiological and psychological factors can
come in handy when coming up with effective and efficient learning environment.

3.4 Target Population

Kombo and Tromp (2006) defined population as a group of individuals, objects or items
from which samples are taken for measurement. Population also refers to an entire group
of persons or elements that have at least one thing in common. A target population entails
all members of a hypothetical set of people, in which the research generates the results of
the study (Murphy , 2016). The target population of the study was the selected public
secondary school in Kimini Sub-County, Trans-Nzoia County. The target respondents
were the head of the institution (principal or head teacher), deputy principal, Director of
Studies, Heads of Departments (H.O.D), Heads of Subjects (HOS), subject teachers of
various areas of specialization, classroom teachers, students and subordinate in selected
secondary school in Kiminini Sub-County, Trans Nzoia County, Kenya. Any other
individual from within nearby learning institutions of secondary school level was
considered and drafted in, priority was given to students and teachers from public
secondary schools.

Table 3.1: Target Population.

Respondents Target population

Subject teachers
102
Classroom Teachers
300
Principals
102
Total
504

Source: County Director’s Office, Trans-Nzoia County (2023)

37
3.5 Sampling Procedure

Since the study involved several schools, a simple random sampling method was used.
This type of sampling selected the closest Extra-county, County and Sub-county
secondary schools so as to save time, money and effort.According to Ogula (2009),
stratified sampling method ensured that different groups of the population were
represented in the sample.To guarantee equal representation, the study used a stratified
sampling technique to stratify the population into four homogenous sub-groups(strata).
The sub-groups were students from boys boarding, girls boarding, mixed day and
boarding and mixed day in the Extra-county, County and Sub-county secondary public
schools that were sampled.

3.6 Sample Size of the Study

A sample size is a part of the population chosen for a survey (Creswell , 2013). The
sample size of the subject teachers of several secondary schools in Kiminini sub-county
was done depending on their availability. 30% of the target population was used to act as
the sample size for the study to ensure accurate results were achieved. The position the
teachers held in the school’s hierarchy such senior master, deputy principal, director of
studies or the various department like the head of department, the subject head or a
classroom teacher in each school.

Table 3.2: The Sample Size

Respondent Target Sample size Sampling method

population (30%)
Heads of departments 102 31 Stratified random
Classroom Teachers Subject 150 45 Simple random
Teachers 150 45 Simple random
Principals 102 31 Stratified random
Total 504 152

3.7 Instruments of Data Collection

Questionnaires, interview schedules and observations were used as the main instruments
of data collection.

3.7.1 Questionnaires

Questionnaires for different target populations were provided at different levels. They
were cheap and free from bias. Both closed and open ended question were available in
the questionnaires to enable the respondents to have a chance to express themselves well
when answering the different questions. The use of questionnaires saved time on the side
38
of the researcher and heightened independence as well as the accuracy of the responses
from respondents (Jwan, 2010).

3.7.2 Interview Schedule

An interview is a formal meeting between two individuals in which the interviewer asks
the interviewee questions in order to gather information. Interviews helped to reveal more
data about the subject’s age, gender or race which were always accurate. A few interview
sessions were scheduled in the convenience of the interviewee. Their permission to be
interviewed was sought before they were interviewed. The age of the interviewee was
also be considered where by the students were given a different questionnaire from the
teachers.

3.7.3 Observation

Observation method involved seeing people in certain setting or place at a

specific time and day. The researcher studied the behavior of the subject
teachers, principals and the students in the designated school. It was easy to
collect data using this method since it did not require technical skills.

3.8 Research Instruments.

3.8.1 Validity of Research Instruments

Validity refers to the extent to which an item measures what it’s purposed to measure.
Hair and Lukas (2014) define validity of a data collection instruments as the extent to
which it measures what it claims to measure. Content validity was ascertained by using
research experts assigned to the researcher in form of research supervisors who guided
the researcher in conducting the research and ensuring the content of the research was at
par with existing scholarly trends and knowledge.

3.8.2 Reliability of Research Instruments

Reliability is a measure of the extent to which a research tool supplies consistent results
or data after replicated trials (Mohajan, 2017). Test-retest was carried out to determine
the responses of a similar group of learners to different learning environment situations
and questions at different times and compute the results using the Pearson Correlation
Coefficient formula.
Questionnaires were piloted and a test-retest were carried out to get its reliability. A few
students and teachers were used for the test-retest procedure. A number of teachers were
randomly picked for observation. The observation was first be administered then the
process was repeated after three weeks. The same respondents were involved. The
researche compared the results. Pearson Correlation Coefficient formula waa used to

39
determine the consistency every time the observation was administered to the
respondents.

3.9 Data Collection Procedures

Before the data collection took place, the researcher secured an introductory letter from
Kibabii University to obtain license from relevant authorization. The introductory letter
was presented to the County Director of Education (C.D.E) and the County
Commissioner respectively, to seek permission to visit schools. Once granted permission
by the ministry of education to conduct the research, visits to the sampled schools began.
Each school was given the research instruments followed by the instructions on how to
use them.

3.10 Data Analysis

Data analysis involved a process of bringing the right sequence, formation and meaning
to the mass of information collected (Kumar, 2011). Analysis of qualitative and
quantitative data was reported and list of figures and tables given. Qualitative data
involved the conversion of data to numerical forms before it was subjected to statistical
analysis. Quantitative data w analyzed thematically to identify patterns in the
questionnaire’s or interview’s data.

3.11 Ethical Considerations of the Study

The study observed ethical considerations during data collection. The researcher sought
approval of the proposal of School of Graduates, The National Commission for
Science and Technology (NACOSTI) permit, the anonymity of respondents and ethical
use of data and research findings. Individual respondents were assured confidential
treatment of their responses. Respondents were assured that the information which the
researcher sought was purely for academic purposes and their participation was
voluntary. Any decision to withdraw or decline any information whatsoever at any time
was treated with the respect it deservd.

40
REFERENCES
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26, 2023 from Explorable.com: https://explorable.com/ecological-systems-theory

- Tests, Measurements and Research Methods in Behavioral Sciences.

Applied Psychology Third Edition by A. K. Singh

- Infotrak Research and Consulting

http://countytrak.infotrakresearch.com/trans-nzoia-county/

- AntoneyLuvinzu– Healthy School Environment Key To Success In Teaching and

Learning

https://www.standardmedia.co.ke/counties/article/2001454122

Kenya : Investing in education for a better future

https://www.globalpartnership.org/results/stories-of-change/kenya-investing-education-
better-future
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 - Antara Harve : Understanding the Impact of Socio-Cultural Factors on Learning

Design

E-Learning, Enterprise Learning6 November, 2023

https://www.hurix.com/understanding-the-impact-of-socio-cultural-factors-on-learning-
design/
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ecology of childhood. Child development, 45 (1), 1-5.

Bronfenbrenner, U. (1977). Toward an experimental ecology of human

development. American psychologist, 32 (7), 513.

Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future

perspective.

Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century:
Emerging questions, theoretical models, research designs and empirical findings . Social
development, 9 (1), 115-125.

Bronfenbrenner, U., &Ceci, S. J. (1994). Nature-nurture reconceptualised: A bio-

ecological model. Psychological Review, 10 (4), 568–586.

Hayes, N., O’Toole, L., &Halpenny, A. M. (2017). Introducing Bronfenbrenner: A guide

for practitioners and students in early years education. Taylor & Francis.

Kelly, M., & Coughlan, B. (2019). A theory of youth mental health recovery from a
parental perspective. Child and Adolescent Mental Health, 24 (2), 161-169.

Langford, R., Bonell, C. P., Jones, H. E., Pouliou, T., Murphy, S. M., Waters, E., Komro,
A. A., Gibbs, L. F., Magnus, D. & Campbell, R. (2014). The WHO Health Promoting
School framework for improving the health and well‐being of students and their
academic achievement. Cochrane database of systematic reviews, (4).

Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: the effects of
neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126
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Lippard, C. N., La Paro, K. M., Rouse, H. L., & Crosby, D. A. (2018, February). A closer
look at teacher–child relationships and classroom emotional context in preschool.
In Child & Youth Care Forum 47(1), 1-21.

Navarro, J. L., &Tudge, J. R. (2022). Technologizing Bronfenbrenner: neo-ecological

theory. Current Psychology, 1-17.

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Paat, Y. F. (2013). Working with immigrant children and their families: An application of
Bronfenbrenner’s ecological systems theory. Journal of Human Behavior in the Social
Environment, 23 (8), 954-966.

Rhodes, S. (2013). Bronfenbrenner’s Ecological Theory [PDF]. Retrieved from

http://uoit.blackboard.com

Wilson, P., Atkinson, M., Hornby, G., Thompson, M., Cooper, M., Hooper, C. M.,
&Southall, A. (2002). Young minds in our schools-a guide for teachers and others
working in schools. Year: YoungMinds (Jan 2004).

Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of

childhood. Child Development, 45.

APPENDICES
Appendix I: Questionnaire Secondary School Teachers (All Teachers)

Dear Respondent,
You have been chosen to participate in this study which seeks to investigate the influence
oflearning environment on the academic achievement of learners in secondary schools in
Kiminini sub-county, Trans-Nzoia County. As a teacher, your honest information will be
of great contribution to the improvement of teaching in secondary schools. Your
response will be treated with confidentiality and will be used only for the purpose of this
study. Your willingness and cooperation is highly appreciated. (Tick as appropriate)

PART A. PERSONAL INFORMATION

1. Name of school ……………………………………………………………………

2. Category of school:
Extra County
County
Sub County

3. Teaching experience in years

0-5 years
5-10 years
10-15 years
Above 15years

4. Gender
Male
Female

5. Education background

Masters
43
B.Ed.
PGDE
Other Degree
Diploma

Other (specify)…………………………………………………………………………….

6. Teaching subjects:

………………………………and…………………………………

PART B: MANNERISMS AND PROFESSIONALISM

- Describe a conflict you encountered with a student and how you dealt with it.

- Describe a grading policy that has worked well in the past.

- How have you assessed student achievement informally without grading?

- Tell me about a typical homework assignment in your class.

- What methods do you use to evaluate student performance and progress?

- What strategies do you use to promote diversity and inclusion in the classroom?

PART C: LEVEL OF TRAININIG

1. Have you ever taken any educational training or gone for workshop? Yes /No

2. If yes, what type of training did you take?

In the university
In the in-service training
Through seminars
Others (specify)

3.How do you think the training helped you in using the instructional design and
methodology ?
………………………………………………………………………………………………
44
PART D: WORKLOAD
Does your workload as teacher affect the methodology of instruction? Yes /No

Explain
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………

Appendix II: Interview Schedule for the Secondary School Principals (Head
Teachers)

My name is Burmen Kimtai Isaiah, I will be undertaking a study on the influence of the
learning environment and its effects on academic achievement of students in secondary
schools in Kiminini sub-county, Trans Nzoia County. You are one of the principals
chosen to participate in this study and I thank you for accepting to help me with
information that will be help towards attaining the aforementioned objective. As we go
on with this discussion, I will be noting down some points. Be rest assured that the
information you will give will be treated with confidentiality and used for this study only.
Your response will be of great use in improving teaching not only in your school but also
country at large. You are free to ask questions and raise issues pertaining to this
discussion as we proceed.

Now sir/madam,
- How long have you been in this school as the principal?

- What is your approach to leading a team of teachers and staff?

- How do you ensure that all students are receiving the best possible education in
your school?

- Describe your experience with developing and implementing curriculum

standards.

- Explain how you would handle a situation where a teacher was not meeting
expectations.

- What strategies do you use to foster collaboration between teachers,

administrators, and other stakeholders?
45
- How do you stay informed about new educational trends and developments?

- How do you create an environment of trust and respect among faculty members?

- What strategies do you use to motivate teachers and staff to reach their goals?

- How do you handle difficult conversations with parents or guardians?

- Describe your experience working with special needs students.

- What steps do you take to ensure that all students have access to the resources
they need to succeed?

- How do you address issues of bullying or discrimination within the school?

- How do you manage conflicts between different departments or teams within the
school?

- What initiatives have you implemented to improve communication between

teachers and parents?

- How do you measure success when it comes to student achievement?

46
 - What strategies do you use to ensure that all students feel safe and supported in
the school environment?

Appendix III: Interview Schedule for the Secondary Schools Heads of Departments
and Directors of Studies

I'm Burmen Kimtai Isaiah, undertaking a study on the learning environment and its
effects on student’s academic progress in secondary schools in Kiminini sub-county,
Trans Nzoia county. You are one of the heads of departments/directors ofstudies chosen
to participate in this study and I thank you for accepting to help me with information
relating to the above-mentioned targets. As we go on with this discussion I will be noting
down some points. The information you will give will be treated with confidentiality and
will be used for this study only. You are free to ask questions and raise issues pertaining
to this discussion as we proceed.

Dear sir/madam
- What is the demographic profile of teachers in terms of age, gender, education
attainment and number of training attended?

- What do you do on a typical weekend or weekdays in relation to your school’s

academic aspirations and dreams?

- How much time do subject teachers devote in preparing their lessons?

- How often do subject teachers use educational media and technology in your
school during regular lessons?

How many students scored A- and above in your school in KCSE?

Year 2018

Year 2019

Year 2021

Year 2022

What are some of the challenges that you face in the various departments or subjects ?
47
 - As a Director of studies/Head of department

………………………………………………………………………………………………

- As a subject teacher

………………………………………………………………………………………………

- What teaching styles are used by the teachers in managing their students?

- Is there a relationship between the teaching style used by the teacher and the
student’s performance?

- As a teacher, with methodology of instruction do you use in your lessons? Explain

more.

- What do you think the subject teachers should do to improve student’s grades?

- Does every subject’s performance affect student’s overall grade positively or

negatively?

Appendix IV: Interview Schedule for the Secondary School Classroom

and Subject Teachers

My name is Burmen Kimtai Isaiah, I am undertaking a study on the influence of learning

environment and its effect on learners' academic achievement in secondary schools in
Kiminini sub-county, Trans-Nzoia county. You are one of the teachers chosen to
participate in this study and I thank you for accepting to help me with information. As
we go on with this discussion I will be noting down some points The information you will
give will be treated with confidentiality and will be used for this study only. Your
information will be of great use in improving teaching not only in this school but also in
the country at large. You are free to ask questions and raise issues pertaining to this
discussion as we proceed.

Dear sir/madam,

48
- How do you handle a student who is constantly disruptive or defiant?

- How do you cultivate positive relationships with your students and create a sense
of class community?

- How do you use data to differentiate instruction and support students identified
with specific learning disabilities so all students can learn?

- Do you work with parents and school resource personnel to meet the individual
needs of each community?

- How do you support literacy for all students, including English language learners?

- Do you incorporate collaborative and project-based learning?

- How do you keep your students engaged and motivated, and how do you promote
student voice and choice to help them become self-directed learning?

- How do you teach 21st-century learners, integrate technology, and guide students
to be global citizens?

- How do you include parents and guardians in their child’s education?

- How do you maintain your own professional development, and what areas would
you select for your personal growth?

49
Appendix V: Interview Schedule for the Secondary School Students
My name is Burmen Kimtai Isaiah, I am undertaking a study on the influence of learning
environment and its effect on learners' academic achievement in secondary schools in
Kiminini sub-county, Trans-Nzoia county. You are one of the learners chosen to
participate in this study and I thank you for accepting to help me with information. As
we go on with this discussion I will be noting down some points The information you will
give will be treated with confidentiality and will be used for this study only. Your
information will be of great use in improving teaching not only in this school but also in
the country at large. You are free to ask questions and raise issues pertaining to this
discussion as we proceed.
Dear student,

 How often does the teacher give you feedback that helps you learn?

 At your school, how much does the behavior of other students hurt or help your
learning?

 If you walked into class upset, how concerned would your teacher be?

 How fair or unfair are the rules for the students at this school?

 How often are people disrespectful to others at your school?

 How likely is it that someone from your school will bully you online?

50
  How positive or negative is the energy of the school?

AppendixVI: Interview Schedule for the Secondary School Teacher

Parents
My name is Burmen Kimtai Isaiah, I am undertaking a study on the influence of learning
environment and its effect on learners' academic achievement in secondary schools in
Kiminini sub-county, Trans-Nzoia county. You are one of the teacher parents chosen to
participate in this study and I thank you for accepting to help me with information. As
we go on with this discussion I will be noting down some points The information you will
give will be treated with confidentiality and will be used for this study only. Your
information will be of great use in improving teaching not only in this school but also in
the country at large. You are free to ask questions and raise issues pertaining to this
discussion as we proceed.

Dear sir/madam

Teacher-oriented questions
• How effective is your school's evaluation system at helping you
improve?

• How often do you see students helping each other without being
prompted?

• On most days, how enthusiastic are the students about being at

school?

• How clearly can you explain the most complicated content to

your students?

51
• How often do you meet in person with the families of your
students?

• How optimistic are you that your school will improve in the
future?

• Overall, how positive is the working environment of your school?

Parent-oriented questions
• To what extent do you think that children enjoy going to your
child's school?

• How motivating are the classroom lessons at your child's school?

• Overall, how unsafe does your child feel at school?

52
How fair or unfair is the school’s system of evaluating children?

• Overall, how much respect do you think the children at your

child's school have for the staff?

• Overall, how much respect do you think the teachers at your

child's school have for the children?

• How well do the administrators at your child's school create a

school environment that helps children learn?

Appendix V: Work Plan

Task/ Octo Novem Decem Janu Janua Mar Ma Jun
Month ber ber ber ary ry – ch – y e-
2023 2023 2023 2024 Febru Apr 202 Jul
ary il 4 y
2024 202 202
4 4

53
 Topic
Selection

Concept
Paper
Proposal
Writing

Correcti
on

Proposal
Defense

Correcti
on after
Defense
Data
Collectio
n
Thesis
Defense
Final
Thesis
Submissi
on

Appendix VI: Budget Plan

Materials/ Services Amount (Kshs)

54
Literature review and collection of secondary data 23,000

Typesetting (Proposal) 5500

Copying and binding proposal 11500

Preparation of research instruments 16000

Transport and subsistence 30000

Typing and editing copies of proposal report for examination 18000

Correction of the final proposal, making copies of the 15000

submission
Miscellaneous expenses 11000

Total 130 000

55