EFFECT OF SCHOOL ENVIRONMENT ON STUDENT ACADEMIC ACHIEVEMENT IN KAKAMEGA COUNTY, KENYA

Abstract

The school environment has a substantial impact on the quality of education. A well resourced, supportive, and positive environment can result in enhanced student outcomes, both academically and personally. This study sought to investigate the effect of school environment on student academic achievement in Kakamega County, Kenya. The specific objectives of this study were to determine the effect of institutional resources on student academic achievement, examine the effect of student welfare on student academic achievement and to establish the effect of ICT integration in school programmes on student academic achievement in Kakamega County, Kenya. The research employed the production function theory. The study was conducted using a correlational research design. This study was conducted in Kakamega County, which has thirteen sub-counties. The study focused on 423 secondary schools, which included 2 national schools, 2 national special schools, 28 extra county schools, 45 county schools, and 346 subcounty schools. The target population includes 423 administrators, 5514 teachers, and 182,893 learners, for a total of 188,830 respondents in Kakamega County secondary schools. Purposive sampling was used to choose special and national schools. The Yamane formula was used to determine a sample of 440 respondents. The study gathered data through interviews and questionnaires. A pilot study was conducted in Bungoma County to test the instruments' validity and reliability. Cronbach's alpha was employed as a statistical tool to assess reliability. The study analyzed data using the T-test, one-way ANOVA, Pearson Correlation, Linear Regression, and Chi-square. The results indicated that most of the institutions have resources that included classrooms, laboratories, libraries and others. The results further revealed that most of the schools have adequate number of teachers while a sizeable were still struggling with fewer teachers. A notable number of schools have incorporated ICTs in the learning operations. On the study’s hypothesis, H01 was rejected at p=0.003, H02 was rejected at p=0.00, Ho3 was rejected at p=0.000 while H04 was rejected at p=0.000. The study recommends that given the positive impact of institutional resources on student achievement, there is a clear rationale for increasing investment in educational resources. This could include better funding for school infrastructure, learning materials, and teacher training programs. To improve academic performance, educational policies and interventions should adopt a comprehensive strategy that focuses on boosting student self-efficacy and maximizing teacher-student ratios. Educational institutions should invest in robust welfare programs that address the diverse needs of students. This includes nutritional support, mental health services, financial assistance, and co-curricular activities, which collectively contribute to a conducive learning environment. Based on the findings in objective four, the study recommends that education policymakers in Kakamega County and beyond should prioritize the integration of ICT in the curriculum.