Publication: An investigation on how utilization of allocated Time influences academic performance of Public secondary schools in Kirinyaga County, Kenya
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2013-11
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Mount Kenya University
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Abstract
In Kenya, the means to judge academic achievement is through examinations. Previous studies in
Kenya have shown that academic performance of students is affected by a number of factors,
including student-related factors like motivation to learn; school-related factors like adequacy of
resources and facilities; teacher-related factors like teacher morale, teaching methods and job
satisfaction; and school administrators’ leadership traits; among others. Researchers in Kenya have
not given much consideration to allocated time and how it relates with students’ academic
performance. The purpose of this study was to investigate how utilization of allocated time
influences academic performance of secondary schools in Kirinyaga County. The study was
guided by the following objectives: to determine the amount of allocated time that is spent in active
learning among students; to determine how utilization of allocated time influences students’
academic achievement and to find out the factors associated with poor utilization of allocated time
in secondary schools. Literature was reviewed on utilization of allocated time in schools, amount
of allocated time spent in active learning among students, time utilization and academic
achievement, and factors associated with poor utilization of allocated time. The study employed
a qualitative methodology and a descriptive survey design targeting all the 124 principals, 1,365
teachers and 36,670 students from all the 124 public secondary schools in Kirinyaga County.
Stratified sampling was used to select 40 participating schools; each stratum representing boys’
only, girls’ only, mixed day and mixed day and boarding schools. All the 40 principals from the
sampled schools were purposively selected while simple random sampling was used to select 320
teachers. Two questionnaires, one for students and another for teachers, an interview schedule for
principals and an observation check list were used to collect data. Data was both qualitative and
quantitative. Quantitative data collected was coded and entered into an SPSS programme for
analysis. Qualitative data was put under themes consistent with the research objectives. The study
established that most of the sampled schools had a time plan but the time plan was not strictly
adhered to. It was also revealed that schools experienced lesson interruptions whose causes varied,
the major nature of interruptions were; other students, other teachers, unspecified visitors and
school administrators. This was seen to cause time wastage. Time lost was also seen to affect
student academic performance due to poor syllabus coverage and less time for revision. The major
factors associated with poor utilization of time were; teachers and students absenteeism, teachers
and students strikes, students indiscipline, inadequate teaching and learning facilities. The study
recommends that schools should ensure there are enough teaching and learning facilities, teachers
to prepare and be punctual for the lessons, students to adhere to the school rules and regulations,
remedial classes to be conducted in order to cover for the time lost, Ministry of Education, Science
and Technology to disburse Free day secondary Education funds in time so that students are not
sent home. The findings of the study will be of great significance to various stakeholders and
agents in the Education sector since it will enlighten all on how time lost meant for learning leads
to poor academic performance and wastage of resources.
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Educational planning, Management, Administration