School of Education

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https://erepository.mku.ac.ke/handle/123456789/49

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Browsing School of Education by Subject "Academic"

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    PublicationOpen Access
    Relationship between principal’s technical skills and students’ academic performance in public secondary schools in mt Elgon sub-county
    (East African Journal of Education Studies, 2024-06-05)
    Student academic performance in secondary level of education is essential as it is a determinant of their future pathway to tertiary education. The effective performance of students in academics is dependent on the technical leadership skills that their principal applies in leading their schools. Kenya Certificate of Secondary Education (KCSE) examinations by public secondary schools in Mount Elgon Sub County has been below average in recent years. The aim of this paper was to investigate how technical skills of principals affected the academic performance of students in public secondary schools in Mount Elgon Sub County, Bungoma County, Kenya. The study is anchored on descriptive survey research design targeting 17 public secondary schools in Mount Elgon Sub County. A total of 256 teachers formed the study population. A sample size of 152 teachers was selected based on Kathuri and Pals table. The respondents were selected through use of stratified random sampling technique. The research instrument used was a questionnaire. To ensure validity and reliability the questionnaire was send to an expert in the pilot study and test-retest method was conducted respectively. Analysis ofdata was performed using descriptive and inferential statistics with the help of SPSS (Version 25.0) for quantitative data. It was established that there was significant weak positive relationship between principals’ technical skills (r=0.248, p=0.006) and academic performance of students in public secondary schools in Mount Elgon Sub County. The study concludes that there was significant weak positive relationship between principal’s technical leadership skills and performance by students in secondary schools (p<0.05). This meant that the technical leadership skills application by principals influenced academic performance of their schools. The study recommends that principals should undergo training on ICT use, principals to ensure that they provide instructional guidance to teachers and ensure that prudent financial management practices are implemented in their schools.
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    PublicationOpen Access
    The Teaching Methods Used in Universities in Rwanda and their Effect on the Students’ Academic Performance
    (World Journal of Educational Research, 2016-06) Andala, Opiyo Hesbon; Ng’umbi, Michael
    Over a long period, the education in Rwanda had been French. This has been changing systematically but with quality related challenges. The study was an experiment designed to test how teaching methods related to the academic performance at the universities in the country. The study employed an experimental design consisting of post-test control and treatment groups. The research was done over three semesters with MBA business statistics students and a sample size of 242 students. The teaching methods used included group discussions, interactive lecture as treatment and traditional lecture as the control. Data on students’ academic performance was collected and analyzed using descriptive statistics. Analysis of Variance (ANOVA) was used to test significant differences in the performance means between teaching methods and X2 (Chi Squared) was used to test the associations between teaching methods and grades attained at 95% confidence limit. The teaching methods used had significant mean differences in the students’ performance. Post Hoc differences analysis indicated that group discussion was the most superior method followed by the interactive lectures and the least beneficial was the traditional lecture method. The alternative hypothesis that the teaching method used had a significant effect on the students’ academic performance was adopted.