Influence of benchmarking on academic performance of students in public secondary schools in Transnzoia county, Kenya

Abstract

This project titled "Influence of Benchmarking on Academic Performance of Students in Public Secondary Schools in Trans-Nzoia County, Kenya" investigated the relationship between benchmarking practices and student learning outcomes. The study aimed to ascertain the status of benchmarking in public secondary schools, evaluate its effect on students' perceptions of learning, analyze its impact on academic performance, and investigate its influence on student discipline. Grounded in social learning theory as articulated by Geek (2013), the research utilized a descriptive survey approach with purposive sampling to select participants. Data collection instruments included questionnaires, interview schedules, and observation checklists, gathering responses from instructors, students, and principals. The analysis employed descriptive statistics, revealing several key findings. The study concluded that effective benchmarking significantly enhanced academic performance, with 75% of students reporting improved motivation and engagement. Educators used the findings to inspire students to adopt positive attitudes toward learning and cultivate discipline. Additionally, the research indicated that school leadership often lacked active endorsement of benchmarking activities, primarily due to financial constraints, which limited implementation. Despite these challenges, many students expressed a positive view of benchmarking, noting improvements in their study habits and attitudes, with 70% indicating that benchmarking had helped them academically. The study highlighted that collaborative exchanges between host and visiting principals during benchmarking led to the sharing of effective strategies for addressing academic issues, thereby improving student performance. Furthermore, benchmarking fostered student discipline, as collaborative discussions encouraged students to focus on their academic responsibilities. Ultimately, the project provided valuable insights for educational stakeholders, suggesting that increased adoption of benchmarking could enhance academic outcomes and overall school performance in Trans-Nzoia County.