Factors influencing performance of geography subject in public secondary schools in Nyamira south sub-county, Kenya

Abstract

Geography education plays a crucial role in equipping students with the knowledge and skills to understand and engage with the world around them. In Nyamira South Sub- County, Kenya, there has been growing concern about the performance of students in geography. The purpose of this study was to investigate the factors influencing the performance of geography students in public secondary schools in Nyamira South Sub- County. The specific objectives of the study are: to identify the availability and adequacy of teaching resources for geography, to evaluate the level of training and preparedness of geography teachers, to examine the socio-economic factors affecting student performance in geography, and to analyze the impact of student-to-teacher ratios on the performance of geography students. This study employed two theoretical frameworks: Constructivist Learning Theory and Socio-Economic Status (SES) Theory. Constructivist Learning Theory. The research employed a descriptive survey design to systematically describe the situation. The intended participants for this study are 101 geography teachers and 50 principals from Nyamira South sub-county. A census sampling technique was used to select participants. Data collection was carried out using questionnaires for geography teachers and interview schedules for principals. The analysis of quantitative data was conducted using descriptive statistics, including the use of tables, pie charts, and percentage calculations, facilitated by the Statistical Package for the Social Sciences (SPSS) software. Qualitative data was also processed through descriptive analysis. Key findings highlighted that teaching resources were inadequate, with textbooks and digital tools scoring low on availability, averaging 2.4 and 2.6, respectively. Teacher preparedness was another significant challenge, as most respondents indicated limited access to professional development opportunities, reflected by a mean score of 2.5. The large student-to-teacher ratios further compounded the issue, making it difficult for teachers to manage classrooms effectively and provide personalized attention, as evidenced by a mean score of 2.6. In conclusion, the study identified insufficient teaching resources, lack of professional development, and overcrowded classrooms as key factors negatively impacting geography performance. Addressing these issues is essential for improving the overall quality of education in the region. The study recommends that schools be equipped with up-to- date teaching materials and digital tools. Additionally, continuous teacher training programs should be implemented to improve instructional quality. Hiring more qualified teachers to reduce class sizes is also critical. Further research should focus on addressing socio-economic barriers to ensure equitable access to quality education for all students.