Influence of institutional dynamics on students’ academic performance in public secondary schools in trans Nzoia east sub- county, Kenya

Abstract

Education is essential for individual growth and national progress, but its success largely depends on the institutions that sustain it. Identifying how these institutional factors contribute to or hinder academic success is vital for overcoming challenges in the education sector and promoting academic achievement. This study seeks to examine how institutional dynamics influences academic performance of learners in public secondary schools in Trans Nzoia East Sub-county. The study aimed to determine the following effects in the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County: the influence of availability of physical facilities; influence of principals monitoring teachers' professional records; the influence of instructional resources; and the influence of the teacher-student ratio. The study was grounded in the education production function theory and incorporated a descriptive research design along with a mixed-methods approach to gain comprehensive insights. The research targeted a population of 4574 persons consisting of 73 principals, 1,280 serving instructors and 3221 senior students in government secondary institutions. Participants were selected using random sampling to appoint the sample of principals, teachers and students. A sample of 354 individuals were identified using the Krejcie & Morgan table (1970) of choosing the appropriate number of sample. The sample consisted of 6 principals, 99 serving teachers and 249 form four students. To collect data, the study used interviews, questionnaires, document analysis and observation. The instruments were piloted in three public secondary schools in Trans Nzoia West region. Validity testing was done by the researcher being assisted by professionals who expertise in various aspects of validy. In reliability, test-retest method was administered and determined by the Cronbatch alpha coefficient of a 0.7 threshold. . The analysis of quantitative data employed descriptive and inferential statistical techniques, with the aid of SPSS version 26 while qualitative data were categorized into themes corresponding to the study’s key objectives. The key findings indicated a statistically significant association between institutional dynamics—such as physical facilities, principals’ oversight, availability of instructional materials, and teacher-student ratios—and the academic performance of students. Based on these results, it is recommended that educational policymakers invest in enhancing physical facilities, establish robust monitoring systems for teachers, ensure adequate instructional materials are available, and address class size issues to improve academic outcomes for students in public secondary schools.