Kcse performance in Kenyan Secondary Schools

1
Title of Dissertation
KENYA SECONDARY EDUCATION PERFORMANCE IN KILUNGU DISTRICT IN MAKUENI COUNTY
Author
[Fred M’mbololo ]
Supervisor
Purpose of the thesis:
Does the teachers’ professional qualifications and teaching experience affect the performance of
students’ in Secondary Exams.
Academic Year
[2012]

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DEDICATION
This study is dedicated to my beloved wife, Mary Mmbololo and my children and all my friends
and relatives.
Acknowledgement
This thesis is written as part of further research on KSCE performance in Kenya, Makueni County but not
for submitting for any particular degree course. This research study provides me with deeper
understanding of what affects students’ performance in Schools and considering the alternatives
methods of improving excellence in Schools via studying all the underlying factors and the rest as
outlined in this research study.
First of all, I thank my Heavenly Father for the Grace, support and Health he has granted me to fulfill my
desire to fill in the literature gaps in this area through empirical evidences.
Of course, it is needless to show my gratitude to my colleagues here in Kenya who participated in the
interviews and helped me in collecting the relevant data through qualitative method approach and by
answering the presented questionairres.
Finally, I thank my family and friends who provided me with a peace of mind and encouraged me to
complete this research study.
Fred M’mbololo
5, March, 2012

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THE AUTHOR
Fred M’mbololo holds a Bachelor’s degree in Commerce from University of Nairobi, and a
Master of Business Administration (MBA), from London Metropolitan University. He is also a
member of ICPAK and ACCA accounting bodies, he is therefore an Accountant with different
areas of interest ranging from Religion, Theology, Business and Finance, Education and
Anthropology and Cultural beliefs of African tribes.
.
His interest in the topic of study originated from her personal experiences while accessing the
different exam results of various candidates across the Makeuni District in Kenya, whereby, he
noted with great concern the poor performance in Schools which was influenced by various
factors like the teachers qualifications, experiences and the personal economic status of the
candidates performances among other factor as presented in this detailed piece of Research work
undertaken. The passion in Education matters led to him in selecting this topic to write this brief
dissertation and expand his knowledge on research matters in this elusive Education issues. As
an Independent Researcher lecturer, he is also involved in her own research work in various
areas including the Bible.

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STATEMENT OF ORIGINALITY
This dissertation at the time of been written contained no material which has been accepted for
the award of any other degree or diploma in any university or other tertiary institution and, to the
best of my knowledge and belief, contains no material formerly distributed or written by another
person, except where due reference has been made in the text.
Signature……………………………………………
FRED TONI M’MBOLOLO Dated 05/03/2012.

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CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Exams in Kenyan schools are very essential in that they enable students to compete as to cement
and solidify what they have learnt, enable them to study further and practice life skills in day to
day activities. In addition, exams help to assess students. They evaluate student’s knowledge,
abilities and even characters. Moreover, after knowing the students examination results, teachers
are able to find a more apt and appropriate method of teaching.
Good schools are often a long distance from home. Those parents who earn good money
and are economically sound send their children to private schools, which certainly have different
fee structures. They also vary in offering quality education and also operate under different
school environments. High achieving students are often unable to attend schools of their own
choice due to lack of funds, sponsorships and the distance that they must cover in order to gain
admission and become residents of the said schools. In order to attend school many children
wake up long before sunrise and return back home very late in the evening. After this they have
to do their household chores and if there is a source of light they complete their school preps.
Latest performance in secondary schools in Kenya shows that boarding schools perform
better than day schools. For instance, among national schools; Alliance high school, Kenya high
school, Alliance Girls high School, Maranda high school and Loreto Girls occupied the first five
positions in the year 2012 of which all the schools are boarding schools. In Kilungu district
boarding schools have been performing better than the day schools. For instance, Precious blood

6
Kilungu has been the top secondary school in the recent years with more than 9 points each
year. This is summarized by Table 1.
Table 1:
KCSE Performance by School Type in Secondary Schools Kilungu District
School Type Mean Score for the Period 2010-2012
2010 2011 2012
Day Schools 4.709 5.038 5.252
Boarding Schools 7.579 7.747 7.297
As shown in Table 1 the mean score of the boarding schools has been high in the last
three years. Though the mean score of the day secondary school has been increasing each year it
has always stayed lower than for boarding schools in the three years. In the three years the mean
score of each of the boarding schools has been more than 5 points unlike the mean score of the
day secondary schools which have never reached 6, the average mean score. This project
investigated the factors contributing to performance in Kilungu District.
1.2 Statement of the Problem
The study on performance in KCSE in the day secondary schools in Kilungu district is a
social concern to parents. This is because the parents are supposed to contribute money to enable
the school to run smoothly which contributes to better performance. It also concerns government
and the school too. This is because it is the responsibility of the government to employ qualified
teachers in the school. The school is also concerned because they should interact with each other
to ensure better performance.

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Studies on performance in KCSE have been carried by other researchers in Kenya but the
factors influencing performance in KCSE in day secondary schools in Kilungu district have been
addressed. For instance, a study on performance in KCSE of Girls secondary schools was carried
in Garissa County by Joyce(2013). Another study was carried on performance of students in
KCSE in public day secondary schools in Mathioya district by Karimi(2011). The studies were
done in other places not in Kilungu district. Therefore this study investigated factors influencing
performance in KCSE in day secondary schools in Kilungu district. The factors include;
availability of teaching and learning resources, head teachers’ instructional supervision, teachers’
professional qualification and teachers’ teaching experience.
1.3 Research Questions
i). what is the inspiration of accessibility of teaching and learning resources on students on
performance of KCSE?
ii). Does Head teachers’ instructional supervision impact on student performance?
iii).Does the teachers’ professional qualifications impact on students’ performance in KCSE?
iv) Does teachers experience impact on student’s performance?
1.4 Scope and Delimitations
The study was based on performance in KCSE in day secondary schools only. The participants
included head teachers, teacher and students in Kilungu zone in Makueni District. Only those
day secondary schools that had presented candidates for KCSE for at most 5 years were selected
for the study.
1.5 Significance of the Study
The findings of the study will provide information for improving performance in day
attending secondary schools and not in boarding schools. It will be useful to day scholars,

8
teacher, researchers, ministry of education and parents. For instance the information will help
day scholars and day schools alike, teachers, researchers, ministry of education and parents to
see what is appropriate and feasible to learners of day schools and apply it accordingly.
The ministry of education may also use the findings to improve its appointment and selection on
employing the skilled and qualified teachers so as to ensure good performance in day secondary
schools is equally distributed in Makueni District. The study will also help the teachers to
understand how their various characteristics influence the performance of the students in
K.C.S.E. The researchers will also find information from the current study so as to help conduct
other studies in other places.
1.6 Operational Definitions of Terms
Performance: Grades or mean scores students get in KCSE examinations which are graded from
A (highest) to E (lowest).
Gender: Gender refers to socially determined differences that describe how men and women
behave or are expected to behave in a society. Gender equality is the absence of discrimination
on the basis of a person’s sex in authority, opportunities, allocation of resources or benefits and
access to services and goods (Government of Kenya).Gender equality is demonstrated therefore,
through the equal valuing by society of both the similarities and differences between men and
women, and the varying roles that they play (Embry et al. 2008).
1.7 Conceptual Framework for the Study
Teaching and learning resources influences students performance, when there is adequate
teaching and learning process will be good leading to good performance in KCSE . On the other

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hand, when the teaching and learning resources are inadequate the teaching and learning process
will be poor, leading to poor students’ performance in KCSE. Similarly, the head teachers’
instructional supervision can lead to good, average or poor students’ performance according to
how it is effective to the teaching and learning process. The professional qualification can lead to
good learning process which leads to good students’ performance.
The teaching experience also leads to good teaching and learning process which leads to
good students’ performance. The professional qualification and teaching experience ensures that
there is good interaction of teacher, student and resources which also leads to good students’
performance in KCSE. These is summarized by figure 1;

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Independent variable Process dependent variable
Figure 1: Factors influencing Performance in KCSE
1.8 Organization of the Study
The research was made of five chapters which comprises of ; Chapter one, two, three,
four and five. Chapter one constitutes the introduction of the KSCE performance in Day Schools
which includes the back ground of the study, statement to the problem, research questions, scope
and determinations, significance of the study, operational definitions of terms, conceptual
framework of the study and organization of the study. Chapter two dealt with literature review,
which presented various researches done on influence of performance in KCSE. For example,
Factors
 Availability of
teaching and learning
resources.
 Head teachers’
instructional
supervision.
 Teachers’
professional
qualification.
 Teachers’ teaching
experience.
 Teaching and
learning process.
 Interaction of
students, teachers
and resources
KCSE performance
 Good
 Average
 Poor

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teaching and learning resources, Head teachers’ instructional supervision, teachers’ professional
qualification and teachers’ teaching experience.
Chapter three explained on research design and methodology applied in the research, describes
the sampling procedures and the instruments used in the study. The chapter also gives the data
collection procedures and explains how data analysis was done. Chapter four consists of the data
presentation and analysis. Chapter five deals with summary, conclusion, recommendations and
suggestions for further study.

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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The chapter presents a review of related literature on factors influencing performance in
K.C.S.E .It presents on how other researchers have studied on factors of: head teachers’
instructional supervision, teaching and learning resources, teaching professional qualification
and teaching experience which influence on performance in K.C.S.E in different places. It also
presents how the researcher sampled the target population, the data collection instruments used,
research design used and the findings of the study.
2.2 Teaching and learning resources
Gathoni (2013) carried out a research aimed at investigating the factors influencing
performance in KCSE in Garissa County. The researcher used descriptive design and stratified
random sampling to select the respondents. It targeted on stratified sample of 243 students. It
was found that there was inadequate administration of internal examinations. The study targeted
on girl’s performance only unlike the current study which targeted on both boys and girls. It also
used stratified random sampling only which was not advisable because it is difficult to identify
appropriate strata from the study and it is also more complex in analysis of data compared to
simple random sampling.
Macharia ( 2012 ) studied on factors influencing performance in K.C.S.E in public
Secondary School in Lari District. The design used was the ex- post facto research design and
simple random sampling technique was used to sample 29 school head teachers, 203 teachers
and 237 students to conduct the study. The researcher used questionnaires for teachers and head

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teachers as data collection instrument. The researcher got the following findings: - lack of
adequate teaching and learning resources ,physical facilities like libraries, science laboratories in
public secondary schools were not adequate and appropriate to enable K.C.S.E students perform
better. The study targeted on public secondary schools only while the current study targeted on
all day secondary school in Kiungu District. The study also used only one data collection
instrument which was a questionnaire and ended up getting very few findings while the current
study used both the questionnaire and the interview guide which enabled the researcher to come
up with many findings from the respondents.
Kitaka (2003) carried out a study on factors that influence performance in K.C.S.E
examinations in private individual secondary schools in Nakuru municipality ,Nakuru district
.The findings were that learning and physical resources in schools contributed to poor
performance. Classes and libraries are congested and science laboratories are poorly equipped.
The research was carried out in Nakuru District while the current study was carried out in
Kilungu District.
2.3 Teachers’ professional qualifications
Ng’an’ga (2011) studied on factors leading to student’s poor performance in K.C.S.E
mathematics examination; case of public secondary schools in Kiambu district, Kenya .The
researcher used stratified random sampling method to sample schools and purposeful sampling
was used to select the students and teachers. Questionnaires were used to conduct the study. The
finding were that teachers were not using student centered approaches ,lack of experiments, lack
of professional exposures that could make articulated issues related to teaching of mathematics
leading to poor performance in K.C.S.E mathematics examination. The researcher also found

14
that the teachers used unsuitable teaching methods. Unlike the current study, Kiambu research
was based on factors influencing on poor performance in K.C.S.E mathematics examination
only. It also used questionnaires only to conduct the study while the current study used both
questionnaires and interview guides.
Odhiambo (2012) carried out a study on school - based factors influencing students
performance in K.C.S.E in public secondary schools in Homa Bay District. The reseacher used
descriptive survey design and targeted on 32 head teachers in 32 public secondary schools. The
reseacher used stratified and simple random sampling methods to select 16 public secondary
schools. Purposive sampling was also used. The data collection instrument used was
questionnaires. The finding were that ; teacher characteristics such as professional qualifications
influenced students performance. The study was carried out in public secondary schools in Homa
Bay unlike the current study which was carried out in day secondary schools in Kilungu district.
The current study used questionnaires and interview guides while this study used questionnaires
only.
Gathoni (2013) carried out a research on influence of performance of girls in KCSE in
Garissa County. The researcher used descriptive design and stratified sample of 243 students and
ended up with findings which included ; Dominance of youthful teachers who are not experience
and most of them form four leavers and qualified teachers on contract. The study targeted on
girls performance only unlike the current study which targeted on both boys and girls. It also
used stratified random sampling only which was not adequate because it is difficult to identify
appropriate strata from the study and it is also more complex in analysis of data compared to
simple random sampling while the current study has used both stratified and simple random
sampling.

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2.4 Head Teachers’ Instructional Supervision
Guyo (2012) carried out a research on factors influencing students’ performance in KCSE
in Moyale District, Marsabit County. It employed descriptive survey and targeted on the
population comprising of 5 Head teachers and 20 Teachers. Census was used to draw the sample
for the study and questionnaires were used to draw to conduct the study. The findings revealed
that head teachers’ instructional supervising teachers during teaching influenced students KCSE
performance. The study was based on Moyale District unlike the current study which was based
on Kilungu District. The researcher used census to draw sample for the study unlike the current
study which used stratified and simple random sampling which is not complex in analyzing data.
Odhiambo (2012) studied on school-based factors influencing student performance in
KCSE in public secondary schools in Homa Bay District. The researchers used descriptive
survey design and targeted on 32 Head teachers in 32 public secondary Schools. The researcher
used stratified and simple random sampling to select schools. Purposive sampling was also used.
The data collection instrument was questionnaires. The findings indicated that in schools where
Head teachers carried out regular instruction supervision, performance was better than where this
was not done regularly. The study in Homa-Bay County used questionnaires only unlike the
current study which used both questionnaires and interview guides. The study also didn’t
interview the teachers and the student unlike the current study which interviewed the teachers,
Head teachers and students. This ensures that the researcher gets appropriate information.
Karimi (2011) conducted a study on factors affecting performance of student in KCSE in
public day secondary schools, in Kenya. The study used descriptive survey design with the
sample of study constituting of 14 Principals, and 196 teachers. Two schools were used for pilot
study. Questionnaires were also used as the data collection instruments for both principals and

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teachers. The findings indicated that the supervising role of a principal was found to his/ her
effectiveness as a classroom teacher. The study was in Mathioya District only targeted one
public day secondary school unlike the current study which was more wide targeting on all day
secondary schools in Kilungu District. It also used only data collection instrument which is not
appropriate while the current study used two data collection instruments. The data collection
instrument used in the current study are questionnaires and interview guides.
2.5 Teaching experience
Gathoni(2013) studied on influence of performance of girls in KCSE in Garissa County.
The researcher used descriptive design and stratified random sampling to select the respondents.
It targeted on stratified sample of 243 students and ended up with findings which stated that there
was dominance of youthful teachers who were not experienced and most of them form four
leavers and qualified teacher on contract. The study in Garissa targeted on girls performance
only unlike the current study which targeted on both boys and girls. It also used stratified random
sampling only which is not advisable because it is difficult to identify appropriate strata from the
study and it is also more complex in analysis of data compared to the simple random sampling.
The current study used both the simple and the stratified random sampling.
Karimi (2011) carried out a research on factors affecting performance of student in
KCSE in Public Day Secondary schools in Kenya. The study used descriptive survey design with
the sample of study constituting of 14 Principles and 196 teachers. Two schools were used for
the pilot study. Questionnaires were used as data collection instruments for both Principals and
teachers. The findings indicated that teachers aged affected teaching, majority of the teachers
were either youthful or aged, and teachers with high qualification were more effective in
teaching than untrained teachers, experienced teachers with many years of teaching deliver

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subject content with ease. The study in Mathioya District only targeted a single public secondary
school and the research was principally oral and qualitative method of research was used the
research was superficial, unlike the current study which is detailed, wide, substantial and
generally targeting on all day attending secondary schools in Makueni District in Kilungu. The
previous study also only used one data collection instrument which was not appropriate while the
current study has used two data collection instruments principally questionnaires and interview
questions and monitors.
Although these studies are related to the current study, there is a gap between the studies
and the current one. The current study has slight differences with the earlier study done in
Mathioya District as illustrated. Thus, the current study sought to find out on what the other
researchers had not covered and discussed in their previous studies in fill in the literature gaps
using empirical evidences.

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CHAPTER THREE
RESEARCH DESIGN METHODOLOGY
3.1 Introduction.
This chapter highlights the research methodology used in collecting data for the study. It presents
the research design, target population, sampling procedures description of research tools and
instruments procedures of data collection and data analysis.
3.2 Research Design
Descriptive survey was used in this study.(Orodho , 2009) defines descriptive survey as a method
of collecting information by administering a questionnaire to a sample of individuals. (Mugenda
& Mugenda, 2003) defines a survey as an attempt to collect data from members of a survey in
order to determine the current status of the population in respect to one more variable.
3.3 Target Population
A population is a complete set of individuals, cases or objects with some common observable
characteristics.
These research focused on teachers, students and head teacher in Kilungu district. It targeted a
population of 311 respondents from the day secondary schools.
3.4 Sample size and Sampling Procedures

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The study focused on pupil’s, teachers and head teachers to obtain a sample size the
selection of the respondent for the study was in the basis of stratified random in the day
secondary schools.
The table by (Krejcie and Morgan ,1970) is used to determine the sample size. Usually the size
of the sample is much less than the size of the population. Considering the sample selected out of
997 students in day secondary schools in Kilungu district 278 students were selected as
respondents and out of 31 teachers in the day secondary schools only 28 were selected as
respondents. The students, the teachers and head teachers population are shown in Table 2
below.
Table 2:
Distribution of Population and Sample
Respondents Population Simple size
Student 997 278
Teacher 31 28
Head teacher 5 5
3. 5 Description of Data collection instrument
Data collection instruments can be a Questionnaire or a list of interview questions or a set
of instructions for recording certain behaviors about subjects by the person observing those
subjects.(Judith Garrard,2010).Questionnaires help decision makers make better decisions than
they otherwise would if the information were not available (carey V. Azzara, 2010) .Interview
guide elicit the participants worldview.(Sharon,2003) .The researcher questionnaire and the
interview guides to collect the data. The questioners were used as tools to collect data from the
teachers and students while the interview guide was used to collect data from the head teachers.
Both the Questioners and the interview guides had several sections. Section A required them to

20
give demographic information and the other sections were to find out influences of KCSE
performance in day secondary schools.
3.6 Data Collection Procedures
The researcher sought permission from the institution and was given a letter by the Dean
of students from the head of department. The researcher presented the letter to the principals of
the sampled schools to enable the facilitation of data gathering. After being granted permission
by the principals the researcher developed a rapport with the teachers and the students, then the
researchers went ahead presented the questionnaire to all respondents after briefing them of the
importance of the study for their participation to be voluntary and it was also explained to them
that it was not be done for a fee or to make any monies out of the entire exercise.
3.7 Data Analysis Procedure
The analysis techniques used to analyze data were both qualitative and quantitative
analysis. Quantitative data was analyzed using statistical methods where as qualitative data was
simply observed and recorded orally. In quantitative analysis, data frequencies and percentages
were used and presented in form of tables and figures, in order to arrive at the desired
conclusions and deductions. In qualitative data, data was coded and arranged according to
subjects and melodies. Data was then analyzed in each subject category and presented in form of
frequencies and descriptions.

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CHAPTER FOUR
DATA ANALYSIS DISCUSSION AND INTERPRETATION
4.1 Introduction
This chapter gives an interpretation of the findings of the study, expressive discussions and
interpretation of the results. Frequencies and percentages were used to scrutinize the data. The
respondents who answered and filled the questionnaires were a staggering 96.4%
4.2 Gender of Respondents
The study wanted to find out the gender of teachers, students and head teachers. The table 3
below illustrates the findings of the study.
Table 3:
Gender of Respondents
Gender Head Teachers Teachers Students
f % f % f %
Male 3 60 7 28 127 47
Female 2 40 18 72 143 53
Total 5 100 25 100 270 100
Table 2 show that 60% of the head teachers where male while 40% of the head teachers were
female.Furthermore the table analysis further indicate that 77.8% of the teachers were female
where as 22.2% of the teachers were female; and finally 46.1% of the students were male while
53.9% were female. That indicated that in this study both female and male respondents
participated.

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4.3Age of Respondents
Data regarding the age of the participants was, analyzed and presented in table 4.
Table 4:
Age of respondent
Age Head Teachers Teachers Students
f % f % f %
15-17 - - - - 236 87.4
18-25 - - 3 12 34 12.6
26-35 - - 12 48 - -
36-45 2 40 2 8 - -
46-50 3 60 5 20 - -
Above 50 - - 3 12 - -
Total 5 100 25 100 270 100
Table 4.2 shows that 40% of the head teachers were age of 36-45 years while 60% of the head
teachers were age 46-50 years. The data suggests that there are more elder head teachers that
youthful ones. The table shows that 12% of the teachers were age 18-25 years 48 % were age 26-
35 years while 12% of the teachers were above 50 years. This data shows that there are many
youthful teachers 87.4% of the students were between 15-17 years of age, while 12.6 % were
between 18-25 years. This suggests that students were of the appropriate age. The mean age of

23
teachers was 30.5 while mean age of students was 16.8.This shows that most teachers were not
of old age and most of the students were less than 18 years.
4.4 Students Class of Study
The students were asked to indicate the class of study as summarized by Table 5.
Table 5:
Students Class of Study
Influence f %
Form 2
Form 3
Form4
64 23.7
94 34.8
112 41.5
Total 270 100
Table 4.8 shows that 41.5% of the student’s respondents 34.8% were form 3 respondents and
23.7 were Form 2 respondents. This shows that form one were not invoiced in the study and that
most of the respondents came from Form 4 class.
4.5 Length of Head Teachers Leadership Position
The researcher sought to find out the length of head teachers’ leadership position. This was
analyzed and presented in Table 6.
Table 6:
Length of Head teachers Leadership Position
Years f %

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1-4
2-8
Over 8
1 20
2 40
2 80
Total 5 100
The results in table 4.9 shows that most of the head teachers (80%) had been head teachers in
recent school for more than 4 years. This shows that the head teachers knew the strengths and
limitations of their school and that they could give the correct information about their school.
The mean of head teachers was 7.8 which implies that the head teachers had enough experience
in leadership so they were capable to give good head teachers instruction supervision.
4.6 Qualification of the Teachers
The study sought to find the qualification of head teachers and teachers in Kilungu District.
The findings are shown in table 7.
Table 7:
Qualification of head teachers and Teachers
Qualification Heat teachers Teachers
f % f %
Untrained Teachers - - 10 40
Diploma in education 1 20 8 32
Bachelor of education 4 80 7 28
Total 5 100 25 100
Table 4.3 shows that 20% of the head teachers had diploma in education while 80% hard
bachelor in education. This suggests that most of the head teachers have bachelor in education.
On the other hand 40% of the teachers have untrained teachers 32% have Diploma in education
and 28% have Bachelor of education. The findings suggest that most of the teachers had no

25
Bachelor of education, thus most of the teachers had not qualified to teach in secondary
education. This study relates to research conducted by Obewa (2012) on school-based factors
influencing students performance and Gathoni (2013) on influence of performance on girls in
KCSE ; that the above mentioned factors influence performance in KCSE.
4.7 Teaching Experience
Data regarding the teaching experience was collected analyzed and presented in Table 8.
Table 8:
Teaching Experience
Year Frequency Percentage
1-2 12 48
3-4
5-6
7-8
Above 8
5
4
2
2
20
16
8
8
Total 25 100
The table above shows that 68% of the teachers had teaching experience for less than 5 years
while 32% had teaching experience of more than 5 years. The data suggest that most of the
teachers lacked enough teaching experience. The mean of teaching is 3.5. This implies that most
of the teachers were youthful in teaching experience. The study relates to research conducted by
Gathoni (2013) on influence of performance of girls in KCSE.
4.8 Inadequate Teaching and Learning Resources
Both students and teachers indicated the inadequate resources in their schools in Kilungu District
The resources are shown in Figure 2.

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0
10
20
30
40
50
60
70
Library
Revision Materials
Labotratory Text books
Text books
Laboratory & Equipment
Figure 2: Inadequate Teaching and Learning Resources
As shown in figure 4.3 the major teaching and learning resources in adequate in day secondary
schools in Kilungu District are laboratory (60%) followed by laboratory equipment (50%) and
textbooks (40%). This concurs with the research conducted by Wabui (2012) on factors
influencing performance in KCSE.
4.9 Availability Teaching and Learning resources
The study sought to avoid out the availability of teaching and learning resources in Kilungu
District. The findings are shown in Figure 3.

27
Adequate resources
Inadequate resources
Figure 3. Availability of teaching and learning resources
From the analysis the availability of teaching and learning resources in Kilungu District revealed
that majority of the schools (89.3%) had inadequate teaching and learning resources while
(10.7%) of them had adequate teaching and learning resources. This implies that most of the day
secondary schools in Kilungu District have high chances of performing poorly because of lack of
adequate resources.
4.10 Leadership Style Used by Secondary School Head teachers
The teachers were asked to indicate the leadership style of the head teacher. Figure 4 has
summarized the findings.

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Authorization
Democratic
Figure 4. Leadership Style of Head Teacher
As shown in figure 4.majority of the teachers (87%) indicates that the head teachers leadership
style was Democratic while some of them (13%) indicated that the head teachers style was
authoritative. This suggests that most of the schools the system in place is open and people are
free to express themselves unlike those led by the authoritative head teacher.
4.11 Benefits of Teaching Experience
The study sought to find out the influence of teaching experience for the teacher. The data
collected was analyzed and presented in Table.9.

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Table 9:
Benefits of teaching experience
Benefits f %
1.Helps in planning for the lessons 20
2. Enables to identify difficult areas for learning 30
3. Makes the ones career in teaching easier 5
4. Helps understand the students ability 10
5. Helps in choosing the appropriate methods of teaching 35
Total 100
The major benefits of teaching experience as mentioned by the teachers is to help to choose
appropriate methods of teaching (35%) and also know the difficult areas of the student. (30%)
4.12 Factors Influencing Performance in KCSE
The researcher sought to find out other factors that influence performance in KCSE from the
head teacher, teachers and students. This was analyzed and presented in Table 10.

30
Table 10:
Influence of performance in KCSE
Factors f %
1.Lack of teaching and learning resources 30
2. Entry behavior 10
3. Lack of fee 10
4.Profesional qualification of teaching 20
5. Lack of teacher experience 10
6. Teacher student relationship 20
Total 100
The most influencing factor as mentioned by the respondents was lack of teaching and learning
resources (30%) professional qualification of teachers (20%),teacher student relationship 20%.
(10%) of the respondents suggested entry behavior as an influencing factor, (10%) lack of fee,
and (10%) lack of teacher experience. This suggested that most of the students were well
behaved and most of the students were able to pay their school fees in the right time and most of
the teachers were experienced.
4.13 Suggestion on Influence of Teaching and Learning Resources in KCSE Performance
Data regarding the influence of resources in KCSE performance was collected, analyzed and
printed in Table 11.

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Table 11:
Influence of Teaching and Learning Resources in KCSE performance
Influence f %
1.Faciliate teaching 42 14
2.Enable quick revision 34 11.33
3. help in choice of teaching method 42 14
4. Allows learner centered approach in teaching 30 10
5. Enable quick syllabus coverage 56 18.67
6. Enable easy understanding to students 34 11.33
7. Enables learners interaction to real equipment 62 20.67
Total 300 100
The results in the table 8 shows that the frequently mentioned influence by the respondents was
enabling learner interaction to real equipment (20.67%) and enable quick coverage of syllabus
(18.67%). Hence this suggestions shows that the teaching and learning resources influence a lot
in performance in KCSE.(11.33%) suggested on enabling quick revision,(11.33%) enabling easy
understanding, (14%) facilitating teaching,(14%) help in choice of teaching method and (10%)
allowing learner centered approach in teaching.

32
4.14 Teachers Suggestion on how Head teachers Leadership Style Help in Enhance
Students Performance
Teachers were asked to mention some factors that head teacher leadership style can help enhance
the students’ performance in KCSE. Table 4.12 illustrates the findings of the study.
Table 12:
Factors That Head teachers Leadership style Enhance student’s performance.
Factors Frequency Percentage
1
2
3
4
5
6
7
Increase rewards for both teachers & students 6 24
Be a role model 2 8
Obverse children rights 1 4
Ensure examinations are taken regularly 2 8
Ensure syllabus is covered within the stipulated time. 3 12
Invite motivate speakers 2 8
Create more democratic space for all teachers and students. 9 3
Total 25 100
4.14.1 Increase Rewards for both Teachers and Students
This analysis revealed that 24% of the teacher suggested that the head teacher should increase
the awards to both teachers and students. This implies that the teacher will be motivated by the
rewards to ensure that the students are well taught as they can perform well in their well in their

33
examinations. The students will also be motivated by the rewards to revise so that they can be
rewarded again.
4.14.2 Create more democratic space for all teachers and students
The analysis shows that 36% of the teachers suggested that the head teacher should create a more
democratic space for all the students and teachers. This suggests that the head teacher should
allow the teachers and the students to make choices and have enough freedom. By creating a
more democratic space will also make the teaching and learning process effective leading to
good students’ performance.
4.14.3 Ensure Syllabus is covered Within Stipulated time
The analysis revealed that 12% of the teachers suggested that the head teachers should ensure
that syllabus is covered within the stipulated time. This implies that coverage of syllabus will
ensure that there is better performance in KCSE. It will also ensure that the students get enough
time for revision which can contribute to ease answering of examination questions.
4.14.4 Be a Role Model
The analysts revealed that 8% of the teachers suggested that the head teachers should be role
models to the teacher and students. This suggests that the head teacher should have teachers
should have good character so as to ensure that the both the teachers and students copy a good

34
behavior from him. This will ensure better performance in the students and ensure that the
schools run smoothly.
4.14.5 Ensure Examinations are taken regularly
The analysis revealed that 8% of the teachers suggested that the head teacher should ensure that
examinations are taken regularly. This implies that taking of several examinations will ensure
that students perform better in KCSE. Thus students should take several examinations before
taking KCSE examination.
4.15.6 Invite Motivation Speakers
The analysis revealed that 8% of the teachers suggested that head teachers should invite motivate
speakers. This implies that motivate speakers play an important role in performance in
examination because they create a positive altitude to the students. This enables the students to
enable them perform better in their examinations.
4.14.7 Observe Children Rights
The study reveals that 4% of the teachers suggested that the head teachers should observe
children rights. This ensures that the children rights are not violated and that the student feelsthat
they have freedom to approach the head teacher and the other teachers for guidance. Thus the
student teacher relationships increase.
4.15 Altitude of Students on Head teachers Leadership Style
The table below sought to determine the perception of students on the head teacher’s leadership
style. The findings are in table 4.13.

35
Table 13:
Head teachers Leadership style help enhance students.
Perception items Response (%)
SA A U D SD
Head teacher is friendly 36.4 52.3 3.2 6.3 1.8
Head teacher is always in school 30.25 40.3 5.02 22.19 2.24
Head teacher motivates students 39.04 26.05 16.13 11.64 7.14
when they show improvement
Head teacher is concerned about the 34.6 32.8 12.02 15.54 2.04
performance of every student
Majority of the respondents (88.7%) fully supported and agreed that head teachers are friendly.
While (8.1%) of the respondents strongly disagreed on the same. This implies that the head
teachers are interactive and that they are easy to be approached if any need arise. The
respondents (70.55%) agreed that the head teachers are always in school, while (24.43%) of the
respondents disagreed. This show that head teachers are always available in the school to run the
important activities in the school and to be consulted where necessary. Most of the participants
(65.09%) agreed that head teacher motivates students when they show improvement, (16.13 %),
where undecided, while (18.78%) disagreed on the same. This suggests that the head teachers are
concerned with the student’s improvement in their examination results. Majority of the
respondents also agreed by (67.4%) that the head teachers are concerned about the performance
of every student. While (17.58%) of the respondents disagreed on the same.

36
From the findings of this study the most preferred method of head teachers’ leadership style is
the democratic style. This is because the leadership of the head teachers is interactive since the
head teachers are friendly, always in school and are concerned about student performance. This
implies that there is freedom in the school such that there is freedom in the school such that the
students and all the stake holders are allowed to participate and give their views for the
improvement of performance.

37
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
This study aimed at finding out the factors influencing performance in K.C.S.E in day
secondary schools in Kilungu District. Literature review of related study done by the researcher
revealed that many studies have been done on factors influencing performance; however, none
done in Kenya on the factors influencing the performance of the K.C.SE in Kilungu district. The
various variables used to measure factors influencing performance in K.C.S.E in day Secondary
School; teaching and learning resources, head teacher instructional supervision, teachers
provisional qualifications and teaching experience. The study used. a descriptive survey design;
data collection instruments includes the questionnaires for both teachers and students and
interview guides for Head teachers. The questionnaires had open and closed questions while the
interview guides were all open which allowed the Head teachers to give enough information.
The findings showed that day secondary schools in Kilungu District lack enough teaching
and learning resources. This makes the learner not to cover syllabus at the same right time and
makes the teachers not to vary their teaching methods which makes the day Secondary school to
have poor performance. The findings further revealed that, most of the teachers were not
qualified in teaching secondary education and most of the teachers had no enough experience to
teach in secondary school which may have been contributing to poor performance in day
secondary schools in Kilungu District. The head teachers instructional supervision too was not
good enough since it did not lead to better performance. The suggestion from the teachers for
better performance through head teacher leadership style include;- creating a more democratic

38
space for all stake holders, inviting motivating speakers, observe students rights, increase reward
for both teachers and students.
5.2 Conclusion
The study revealed that there were factors influencing performance in K.C.S.E in
Kilungu District. This include;- inadequate teaching and learning resource, low teacher
professional qualification , lack of enough teaching experience and poor head teachers
instructional supervision.
5.3 Recommendations
Based on study findings, the following recommendations were made:-
i). The schools should be equipped with provide teaching and learning resources like
laboratories equipment, revision books, textbooks and library.
ii). The government should deploy qualified teachers to all schools to ensure better
performance.
iii).The school should ensure that any teacher who is employed in the school get enough
experience to ensure that the students are given enough information.
iv).The head teachers should ensure that they give enough instructional supervision to help
the students perform well in KCSE.
5.4 Suggestion for Further Study
This study was only done in Kilungu District, hence similar research in other areas in
Kenya could be done to help generalize the finding to all day secondary schools in Kenya.

39
REFERENCES
1. Ng’ang’a .F (2011) Factors leading to students poor performance in KCSE mathematics
examination: the case f Public Secondary Schools in Wambu district Kenya. Un-
published B.ED project, University of Nairobi.
2. Odhiambo, J.O (2012) School-based influencing students performance in KCSE in Public
secondary school in Homa Bay district.
3. Guyo, P.M (2012) factors influencing students performance in Kenya certificate of
secondary Education in Moyale district, marsabit county.
4. Kitaka, N.M (2003) A study of factors that influence performance in KCSE examinations
in private individual secondary schools in Nakuru municipality, Nakuru district.
5. Joyce Gathoni (2013) Factors influencing performance of girls in KCSE in Garisa county
6. Karimi, M.J(2011) factors affecting performance of students in KCSE in Public day
secondary schools in Kenya.
7. Macharia, P.W (2012) school-based factors influencing performance in KCSE in Public
secondary school in Kenya.
8. Orodho, A,J(2009).Research methods Nairobi: Kenyatta University institute of open
learning.
9. Mugenda, M.O.(2003).Research methods. Africa center for Technology: Nairobi: Kenya.

40
APPENDIX I: QUESTIONNAIRE FOR STUDENTS
I am an Independent Researcher that is interested in Education and performance of students in
Kenyan Schools. Thus I am carrying out a research on factors influencing performance in
K.C.S.E .Your responses and opinions to these questions will be of great support to this study so
that we can know the main factors that affect student’s ability to learn and see how we can
improve on that so kindly respond to all the questions.
SECTION A: DEMOGRAPHIC INFORMATION
This section requires you to provide personal and general information in the provided space or
tick ( ) where applicable
1. School……………………………..
2. Gender
Male ( ) Female ( )
3. Age 15-17years ( ) 18-20 years ( ) above 20 ( )
4. Class of study ( )

41
SECTION B
Tick ( ) where appropriate and provide general information in the provided space.
1. Are there adequate teaching and learning resources.
Yes ( ) No ( )
2. Which teaching and learning resources are inadequate? List if any.
(i)
(ii)
(iii)
3. Do you think the resources influence your performance?
Yes ( ) No ( )
4. If yes how do they influence you?
(i)
(ii)
(iii)

42
SECTION C
Use the key below to tick ( ) the appropriate answer
SA- Strongly agree A –Agree UD-undecided D- Disagree SD- Strongly Disagree
QUESTIONS ITEM SA A UD D SD
Head teacher is friendly
Head teacher is always in school
Head teacher motivates students when they show improvement
Head teacher is concerned about the performance of every student

43
APPENDIX 2: QUESTIONNAIRE FOR TEACHERS
I am an Independent Researcher that is interested and passionate in Education matters and
performance of students in Kenyan Schools. Therefore I am carrying out an independent research
which is not been paid for by any Organization on factors influencing performance in K.C.S.E. I
am carrying out a research on factors influencing performance in K.C.S.E. Your responses and
opinions to these questions will be of great support to this study. Kindly answer all the questions
truthfully and objectively.
tick where applicable.
1. Name of your school………………………………………………………………….
2. Gender:-
Male: ( ) Female ( )
3. Age
Below 25 years ( ) 25-35 years ( ) 36-45 years ( )
46-50 years ( ) Above 50 years ( )

44
SECTION B
Tick where appropriate and provide general information in the provided space.
1.What is your professional qualification?
Untrained teachers( )
Diploma in education ( )
B. ED ( )
2. What are your teaching subjects?
(i)___________________________
(ii)___________________________
3. Is there anything which influences the performance of your teaching subjects?
Yes ( ) No ( )
4. If Yes, what influences the performance of your teaching subjects?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

45
SECTION C
1.Have you ever taught in another school?
Yes ( ) No ( )
2.How long have you been teaching?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3.Is your teaching experience of advantage to you?
Yes ( ) No ( )
4.If Yes how is it of advantage to you?
i)……………………………………………………………………………………………………
……………………………………………………………………………………………………..
ii)……………………………………………………………………………………………………
…………………………………………………………………………………………………….
iii)………………………………………………………………………………………………….
………………………………………………………………………………………………………

46
SECTION D
1) Are there adequate teaching and learning resources?
Yes ( ) No ( )
2.Which teaching and learning resources are inadequate? List if any:-
i)………………………………………………………………………………………………….
ii)…………………………………………………………………………………………………
iii)………………………………………………………………………………………………..
3.Do you think the resources influence the performance of the students?
Yes ( ) No ( )
4.If Yes, how do they influence them?
i)………………………………………………………………………………………………….
ii)…………………………………………………………………………………………………
iii)………………………………………………………………………………………………..

47
SECTION E
1.Describe your relationship with the head teacher.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
2. Which leadership style(s) does your head teacher use in managing the school?
Authoritarian ( ) Democratic ( )
3.Do you think the Head teacher’s leadership style affects students’ performance in KCSE?
Yes ( ) No ( )
Explain your answer:-
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
4.What do you think head teacher should do on their leadership styles so as to enhance students’
performance in KCSE examinations?
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
...........................................................................................................................................................

48
APPENDIX 3
HEADS TEACHERS INTERVIEW GUIDE.
I am an Independent Researcher that is interested and passionate in Education matters and
performance of students in Kenyan Schools. Therefore I am carrying out an independent research
which is not been paid for by any Organization on factors influencing performance in K.C.S.E. I
am carrying out a research on factors influencing performance in K.C.S.E. Your responses and
opinions to these questions will be of great support to this study. Kindly respond to all the
questions honestly, candidly and accurately.
tick ( ) where applicable.
1. Name of your school……………………………………….
2. Gender
Male ( ) Female ( )
3. Age
Bellow 25 years ( ) 25-35 years ( ) 36-45 years ( )
46 -50 years ( ) above 50 years ( )
4. Professional qualification
5. Length of leadership of head teacher position in this school---------------------------Years.

49
SECTION B
1. Does your school have enough teaching and learning resources?
……………………………………………………………………………………….
2. Do you think the resources influence the performance of the students in your school?
…………………………………………………………………………………………….
3. How do they influence them?
……………………………………………………………………………………………
4. Apart form the availability of teaching and learning resources which other factors
influences the performance of your school?
…………………………………………………………………………………………
SECTION C
1. How has your school been performing since the year 2010?
……………………………………………………………………………………………
2. What are your effective measures of improving the mean score of your school?
…………………………………………………………………………………………

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