Thesis:

Influence of selected institutional factors on academic performance of students in public secondary schools in Ndhiwa sub-county Homabay county, Kenya

The Kenyan educational system is experiencing significant obstacles despite its steady evolution. Students' academic success is determined by means score. An important role in the academic sector is also played by teachers. The study's goal is to find out how certain institutional characteristics in Kenya's Ndhiwa Sub-County, Homabay County, affect the academic achievement of Public Secondary School pupils. These elements include workload or the student-teacher ratio, professional development and training, teaching and learning materials, and teacher motivating techniques. The study's specific objectives were: to ascertain whether professional growth and training enhances the academic achievement and outcome of secondary school students learning in Ndhiwa sub-county; to investigate the effect of an institution's provision of instructional and educational provisions on students' academic progress in Ndhiwa Sub-County; to investigate the effect of teacher motivational techniques on students' academic outcomes in the sub-county; and to ascertain the effect of workload or the ratio of students to teachers on students' academic outcomes. Using basic random selection, 15 public secondary schools, 15 school administrators, 113 secondary teachers, and 522 students were selected. To gather information on administrators, instructors, and students, the researcher used questionnaires. The inquiry of the impact of certain institutional elements on the academic performance of secondary school pupils in Ndhiwa Sub County was advanced via the use of Resource-Based Theory. For each category, three schools were chosen. To establish linkage, a spearman brown phrophecy formula was used. Five public secondary schools in the nearby sub- counties of Suba North and Homa-Bay Town participated in the pilot program. The researcher personally visited the selected schools and requested agreement from the participants after outlining the aim of the study. The gathered data was coded and placed into a computer for analysis using the social sciences statistical software (SPSS). The data gathered for the study was to be kept confidential. According to student research, principals were involved in their classes' teaching and learning processes, which motivated the students to finish and turn in their homework. The research found that teacher professional growth and training had a positive impact on students’ academic performance and therefore, need for teachers to participate in training, workshop and seminars, need for adequate teaching learning resource and other facilities like labs, classrooms and libraries. The research also found out that adequate housing, good health insurance motivate teachers to deliver content. Effective performance in public secondary schools was boosted by a healthy student-teacher ratio and heavy workload not recommended for teachers.