School of Education

PSYCHOLOGICAL DETERMINANTS OF ACADEMIC ACHIEVEMENT AMONG OVER-AGE LEARNERS IN PUBLIC SECONDARY SCHOOLS IN BUTULA SUB COUNTY, KENYA

2026-04-15T12:59:51Z

PSYCHOLOGICAL DETERMINANTS OF ACADEMIC ACHIEVEMENT AMONG OVER-AGE LEARNERS IN PUBLIC SECONDARY SCHOOLS IN BUTULA SUB COUNTY, KENYA Wasioya, Elizabeth Namarome The 8-4-4 curriculum system is not strict on the age of a learner at any stage. A good number of over-age learners have transitioned to public secondary schools in Butula Sub County as a result of 100% transition and the basic education Act. Sub County joint examinations conducted annually among form four students give evidence of low academic achievement as indicated by low mean scores of 3.6489, 3.934, and 3.8818 in the years 2019, 2020, and 2021 correspondingly. This is in relation to the overall mean score of 12.0. Over-age learners do contribute to the academic achievement in these schools since they are part of this population. The purpose of this study was to find out the relationship between psychological determinants and academic achievement among over-age learners in public secondary schools in Butula Sub County. Objectives were to: examine the relationship between self efficacy and academic achievement of over-age learners, establish the differences in levels of self-esteem on academic achievement of over-age learners, determine the relationship between interpersonal relationships on academic achievement of over-age learners and finally to establish the relationship between guidance and counseling on academic achievement of over-age learners. The study was anchored on Walberg’s theory of academic achievement. The study employed descriptive survey and correlation research design establish the relationship of psychological determinants on academic achievement of over age learners. The target population consisted of 2306 form four students and 54 teachers from 27 public secondary schools. Stratified random sampling was used to sample schools, simple random sampling to sample students while purposive sampling was used to sample teachers. The sample size for the study was 331 (321 over-age learners and 10 teachers). Instruments of data collection were questionnaire, interview schedules and document analysis check lists. Quantitative data was analyzed using Kendall’s(r), One way Analysis of variance and Spearman’s(r), percentages, means and standard deviations, using Statistical Package for Social Sciences (SPSS) version 21. Findings indicated a significant relationship between psychological determinants and academic achievement of over-age learners as follows: Academic achievement and psychological determinants: SE; r=.088, Self-esteem; F=1.1771, p=0.028 with most learners experiencing low self-esteem. Interpersonal relationship; r=-.112. Further findings from interview schedules indicated a positive relationship between academic achievement and guidance and counseling of over-age learners. It is recommended that: teachers help cultivate high SE of over-age learners, classmates to over-age learners be encouraged to view them in their environment with high self-esteem and not look down upon them and also that teachers in-charge of guidance and counseling particularly offer guidance and counseling that helps improve academic achievement of over-age learners. The findings of this study will be beneficial to Education stakeholders in helping improve academic achievement of learners and more so, over-age learners whose population has significantly increased in public secondary schools.

EFFECT OF TEACHING AND LEARNING PRACTICES ON SCHOOL KCPE PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAMBALE SUB-COUNTY, BUSIA COUNTY, KENYA

2026-04-15T12:45:28Z

EFFECT OF TEACHING AND LEARNING PRACTICES ON SCHOOL KCPE PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAMBALE SUB-COUNTY, BUSIA COUNTY, KENYA WESONGA, WILLIAM ORONDA Kenya is experiencing low performance in KCPE according to recent research. If it were not for the government directive that all KCPE candidates transit to the next level of education, many could not due to poor KCPE performance. The purpose of this study was to establish the effect of teaching and learning practices on KCPE performance in public primary schools in Nambale sub-county. To attain the purpose of the study, three objectives were addressed; to establish how early syllabus coverage contribute to KCPE performance in public primary schools in Nambale sub-county, determine how homework assignment contribute to KCPE performance in public primary schools in Nambale sub county and to establish how testing contributes to KCPE performance in public primary schools in Nambale sub-county. The study adopted the theory of academic performance by Elger. A correlational research design was adopted in the study. The study was conducted in Nambale sub-county, Busia County involving 48 public primary schools. The target population of the study consisted of 336 teachers and a sample size of 210 respondents were selected. The sample included 43 head teachers and 167 class eight subject teachers. The selection of participants in the study followed the Taro Yamane formulae. The data was collected using questionnaires. The instruments were tested for reliability using Cronbach alpha coefficient. Content validity of the questionnaires was established by the study supervisors. The data was analyzed using descriptive and multivariate statistics. The results were presented in tables. The study found out that early syllabus coverage was statistically significant in explaining the variation in academic performance in public primary schools in Nambale Sub-County. The regression coefficient for Early syllabus coverage (0.032), was statistically significant (t=0.555, p=0.032). The regression coefficient for homework assignments given (0.002), was statistically significant (t=1.805, p=0.002) and the regression coefficient for testing (0.004), was statistically significant (t=0.606, p=0.004. The study concludes that early syllabus coverage and the use of homework assignments and testing was an effective strategy in achieving positive, appropriate and improved student performance. This study recommends that the head teachers, teachers and board of management to prioritize policy on early syllabus coverage and encourage the use of homework assignments and testing as effective strategies to improve academic performance.

THE RELATIONSHIP BETWEEN SCHOOL-LEVELFACTORS AND GIRLS’ PARTICIPATION IN PUBLIC PRIMARY SCHOOLS IN KURIA WEST SUB-COUNTY, KENYA

2026-04-15T12:38:18Z

THE RELATIONSHIP BETWEEN SCHOOL-LEVELFACTORS AND GIRLS’ PARTICIPATION IN PUBLIC PRIMARY SCHOOLS IN KURIA WEST SUB-COUNTY, KENYA WankioMwita, Clarice Educating girls is one of the most important investments that any country can make. However, despite the remarkable success in reducing the basic education access gap worldwide and in Kenya, challenges still exist in providing quality education, especially to the girl child. This leads to learner attrition and lower school completion rates in primary schools in various areas in the country. In Kuria West subcounty in Migori County, cases of withdrawal, absenteeism, and poor performance among girls in primary education are rampant. The purpose of the study was to examine the relationship between school-based factors and girls’ participation in public primary schools in Kuria West Sub - County, Kenya. Specifically, the study sought to determine the relationship of learning resources and girls’ participation in public schools, relationship between school security and girls’ participation in public schools, and the relationship between school infrastructure and girls’ participation in public primary schools in Kuria West Sub - County. The study was guided on the Constructivism Theory. This study employed a correlational research design targeting one Sub - County Director of Education, ninety head teachers, and two thousand class 8 girls all from public primary schools in Kuria West Sub - County. Stratified random and purposive sampling techniques were used to select a sample size of 350 respondents. Data collection instruments were questionnaires and interviews. Data analysis was done using descriptive methods like frequencies and percentages and inferential statistical methods like correlations. It was established that there is a positive correlation between the school-based factors (learning resources, school security, and school infrastructure) and girls’ participation, as indicated by Spearman's rho correlations of 0.202, 0.486, and 0.664 respectively. The study thus concluded that school infrastructure, learning resources, and school security had a relationship girls’ participation in schools. The study recommended that policies be designed to address the achievement gaps in public primary schools through the provision of the requisite teaching and learning materials by proper investment in learning resources.Education officials and school boards of management to increase the allocation of funds to school infrastructure, particularly the water and sanitation substructure. A multi-sectorial collaborative initiative involving teachers, parents, government administrators, security officials, civil society members, and the general public should be set up to unravel this deeply rooted socio-cultural practice of girl’s insecurity, particularly girl harassment and other malpractices. The study suggests that a similar study be replicated to survey diverse county-specific factors to inform policy properly. The study also recommends that a further study can be done to determine whether classroom dynamics and teaching methodologies applied by teachers have anhad a relationship on the girls’ attendance and participation in school.

EFFECTS OF SELECTED PARENTING STYLES ON SOCIAL EMOTIONAL DEVELOPMENT OF PRE-PRIMARY LEARNERS IN LURAMBI SUB-COUNTY KAKAMEGA COUNTY, KENYA

2026-04-15T12:30:57Z

EFFECTS OF SELECTED PARENTING STYLES ON SOCIAL EMOTIONAL DEVELOPMENT OF PRE-PRIMARY LEARNERS IN LURAMBI SUB-COUNTY KAKAMEGA COUNTY, KENYA WAFULA, PAULINE NELIMA Parenting plays a central role in a child’s growth and development, as early learning and social-emotional competencies often depend on the quality of parent–child relationships. Parents strongly influence children’s verbal problem-solving skills, emotion regulation, stress tolerance, and self-esteem. This study sought to examine the effects of selected parenting styles on the social-emotional development of pre-primary learners in Lurambi Sub- County, Kakamega County, Kenya. The objectives were to determine the effect of authoritative, permissive, and uninvolved parenting styles on children’s social-emotional development. The study was guided by Baumrind’s (1991) theory of parenting styles, which posits that parenting approaches significantly shape children’s behavior, personality, and socio-emotional balance at the early learning stage. A convergent parallel mixed-methods research design was employed, allowing for simultaneous collection and separate analysis of both qualitative and quantitative data. The target population comprised 6,848 pre-primary learners, 264 ECD teachers, and 6,526 parents. Using simple random sampling, 19 pre schools, 400 learners, and 26 teachers were selected, while 20 parents were purposively sampled. Data were collected through teachers’ questionnaires, learner interviews, and parent focus group discussions. Content validity was ensured through expert review, while reliability was tested using the test-retest method. Pilot study was conducted in two pre schools in Malava Sub-County of Kakamega County. Data analysis was conducted using descriptive statistics (means and percentages) and inferential techniques, including linear regression and ANOVA in SPSS, to test relationships between parenting styles and social emotional outcomes. The results revealed that authoritative parenting style significantly predicted social-emotional development (R² = .206, F = 4.661, B = .541, p < 0.045), permissive parenting style also showed a significant effect (R² = .227, F = 5.290, B = .284, p = 0.034), while uninvolved parenting style likewise had a predictive effect (R² = .249, F = 5.975, B = .499, p = 0.025). The study concluded that children whose parents engaged them actively in conversations, provided tokens before tasks, and made reasonable demands demonstrated stronger social-emotional competencies. The study recommends that parents adopt clear, age-appropriate boundaries while maintaining warm and supportive relationships, with open two-way communication to build trust and confidence. It further emphasizes that the authoritative parenting style is the most effective in nurturing children’s social adjustment, responsibility, and positive peer interactions. Finally, parents should be empowered through seminars and workshops to strengthen their parenting skills, particularly in balancing warmth, guidance, and discipline for optimal child development.