Articles

Relationship between Teacher Identified Regulation, Teacher Introjected regulation, Teacher External Regulation and Student Academic performance in Kenya: A study across Secondary Schools in Gem Sub County

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Studies on teacher motivation in Pakistan and Zambia indicate low teacher motivation resulting to low student academic performance. In Kenya, low teacher motivation was found in Masaba South Sub-County, Ugenya Sub-County and Gem Sub-County which also resulted to low student academic performance. A preliminary survey conducted in five poorly performed schools in Kenya Certificate of Secondary Education examination in Gem Sub-County revealed that between 2011-2013 absenteeism was reported in 4 (80%) schools, lack of co-operation from teachers 3(60%) schools, lateness 4 (80%) schools, missing classes 5 (100%) schools and resignation from teaching 1(20%) school. Gem Sub-County also experienced low student academic performance between 2011 – 2013 with a mean of 5.231, lower than Ugenya, Siaya, and Ugunja Sub-Counties with a mean of 6.023, 5.904 and 5.350 respectively for the same period in Kenya Certificate of Secondary Education examination. The Objectives of the study were to establish the   relationship between teacher identified regulation, teacher introjected regulation, teacher external regulation and student academic performance. The study revealed that   Teacher identified regulation had a weak, positive but not significant relationship with student academic performance (r =.177; N=110; p>.05) while teacher introjected regulation and external regulation were found to have weak, negative but not significant relationship with student academic performance (r =-.086; N=110; p=>.05) and (r =-.146; N=110; p >.05) respectively. The study concluded that teacher identified regulation, teacher introjected regulation, teacher external regulation and student academic performance did not have significant relationship with student academic performance. This means that the three variables were not a source of motivation for students academic performance, despite the fact that they are expected to motivate learners in academic performance.  The findings of this study would inform the stakeholders in education in coming up with strategist to enhance teacher motivation so as to improve student academic performance.

Influence of Principal-initiated Goal Setting Strategies on Students’ Academic Achievement in Public Secondary Schools in Kenya: A Study across Secondary Schools, Mbita Sub County

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Goal setting is one of the most important principal initiated strategies that facilitate students’ academic achievement in schools. This is because it energizes the students’ participation in academic programs and as a result enhances their academic achievement. World over, research has shown that motivation of the students enhance their academic achievement. In Mbita Sub-County, despite the existence of motivation strategies put in place by principals, the Sub-County was still performing poorly as was revealed by the Kenya Certificate of Secondary Education (KCSE) examination results of 2018, 2019 and 2020. The Sub-County was ranked last in KCSE Examinations compared to the five other neighbouring sub- counties in Homa Bay County. Mbita Sub-County was ranked position five with an average mean score of 4.886 compared to Rangwe which was position one with a mean score of 5.354, Rachuonyo South was second with a mean score of 5.022, Rachuonyo East was third with a mean score of 4.988 while Homa Bay town was fourth with a mean score of 4.958. The objective of this study was to establish the influence of Principal-initiated Goal Setting on students’ academic achievement in public secondary schools. The study established that Principal-initiated goal setting strategy significantly influenced students’ academic achievement in public secondary schools by promoting independent learning among students. The findings are beneficial to policy makers and education administrators in formulating policies that can be used to improve students’ achievement in KCSE as well as improve practices in the initiation of motivational strategies in schools.

Influence of Teachers’ Academic Qualifications on the Implementation of History and Government Curriculum in Kenya: A study across Secondary Schools in Emuhaya Sub County

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Teachers undertake teacher education in their professional training and development for purposes of implementing school curriculum in their subject areas of specialization. The subject areas of specialization may be Science, humanities and language at secondary school level of education. The teacher’s competence is measured in terms of academic qualification specifically, the class of degrees earned such as First Class honours; Second Class honours (Upper Division); Second Class honours (Lower Division) and Pass. Besides years of teaching and seminars attended also have value addition to their academic qualifications. In the implementation  of History and  Government curriculum  as a subject of study at secondary school level, the  teachers academic qualification helps the teacher to comprehend  the objectives of the curriculum, adapting History and Government content, delivery, assessment of learning among learners and  providing feedback to curriculum developers for improvement. All these activities and engagements are reflected in learners’ performance. Therefore learners’ performance in summative evaluation – Kenya Certificate of Secondary Education examinations is used conventionally to measure the extent to which teachers’ academic qualification influences the implementation of curriculum.  The objective of the study was to determine the influence of teachers’ academic qualifications on the implementation of History and Government curriculum in Secondary schools. A conceptual framework postulating the influence of the independent variables on the implementation of History and Government Curriculum was used to focus on the objective of the study. The findings revealed that academic qualification of a teacher accounted for 2.8% of the variation in the Kenya Certificate of Secondary Education examinations of History and Government mean score. However the influence was not statistically significant because the p-value was 0.115 greater than the set p-value of 0.05. The findings of this study are significant to the practicing History and Government teachers and principals of secondary schools in developing strategies and methods of effective implementation of History and Government curriculum.