Administrative factors influencing performance of girls in Kenya Certificate of Secondary Education in mixed day secondary schools in Nzambani sub-county, Kitui county Kenya

Abstract

The purpose of this study was to establish the administrative factors influencing performance of girls in Kenya Certificate of Secondary Education in mixed day secondary schools in Nzambani Sub County, Kitui County Kenya. Four research objectives guided the study which sought to establish the influence of resources for girls, teachers as role models to girls, discipline among girls and the school environment on girls’ KCSE performance in mixed day secondary schools. The study was conducted using Ex post factodesign. The target population comprised of 13 principals, 78 teachers and 250 form three girls. The sample was 13 principals, 78 teachers and 250 form three female students. This study used questionnaires, to collect data. Pearson’s product-moment correlation was used to statistically establish the independent variable and dependent variable. Findings revealed that resources for girls influenced girls’ KCSE performance. This was shown by the Pearson correlation coefficient on the resources for girls on girls’ KCSE performance which indicated an, r, of 0.785, that was statistically significant (p= 0.05). It was also revealed that teachers as role models influenced girls’ KCSE performance. This was shown by the Pearson’s product-moment correlation that revealed an r, of 0.850 which was statistically significant (p = 0.05).The study also revealed that discipline among girls influenced their performance. This was revealed by Pearson’s product-moment correlation which revealed a coefficient, r, of 0.837. The study also revealed that school environment influenced girls’ KCSE performance. Pearson’s product-moment correlation for school environment and girls KCSE performance showed a coefficient (r) of 0.848, which was statistically significant (p = 0.05). Based on the findings, the study concluded that resources for girls influenced girls’ KCSE performance. The study also concluded that teachers as role models influenced girls’ KCSE performance in mixed day secondary schools in Nzambani Sub County. It was also concluded that discipline among girls influenced girls' KCSE performance in mixed day secondary schools in Nzambani Sub County. Lastly the study concluded that school environment influenced girls’ KCSE performance in mixed day secondary schools in Nzambani Sub County. The study recommended that the school principals should avail resources both physical and materials so as to improve girls’ KCSE performance. That the Teachers’ Service Commission (TSC) should avail more female teachers to schools who would act as role models for the girls hence improving their academic performance. That the school administration should work together with the students and teachers to improve discipline which is important for improving KCSE performance. That the school administration the principals and the whole school community should establish girls friendly school environment which is important in improving girls performance. A study on the influence of teachers’ characteristics on girls’ KCSE performance in mixed day secondary schools and another study on the influence of parental participation in school activities on girls’ KCSE performance in mixed day secondary schools should be conducted.