Thesis:

Influence of school systemic management dynamics on stem subjects learning outcomes in secondary schools, in Kajiado north sub-county

STEM subjects learning outcomes in Kenya secondary schools have not been impressive. The situation is similar in schools in Kajiado North Sub-County. Students in secondary schools have continued to perform below the mean score in science-related subjects in national examinations over the years. The purpose of the study was to investigate the influence of school systemic management dynamics on STEM subjects learning outcomes in secondary schools, in Kajiado North Sub-County. Specific objectives were to determine the influence of teachers’ competence, students’ attitude, syllabus coverage, school infrastructure and school management support on STEM subjects learning outcomes in secondary schools, in Kajiado North Sub-County. This study was guided by the systems theory and education function theory of learning. This study used concurrent triangulation with the descriptive survey research designs in determining the influence of school systemic management dynamics on STEM subjects learning outcomes in secondary schools, in Kajiado North Sub County. The study targeted 16 schools, 2 sub-county directors, 16 principals and 80 teachers and 544 students in secondary schools in Kajiado North sub County. The simple random sampling was used to select the schools and principals. The sub county director of education was selected using the census method since the population is only one. The teachers and students were selected using the purposive sampling method. The sample size was 5 schools, 2 sub-county directors, 5 principals and 34 teachers and 163 students in secondary schools in Kajiado North sub County. The study collected primary data using the questionnaires. The questionnaires were semi-structured. The interview schedule and checklists was also used in data collection. Piloting was done for the research instruments. The study used the SPSS version 23.0. The quantitative data was analyzed using the descriptive and inferential statistics. Descriptive statistics comprised mean, standard deviation and percentages. The information was displayed in form of tables and 3-D figures. Data collected from open ended was analyses using the thematic analysis method were presented in a prose form. The inferential statistics comprised the regression analysis. Correlational analysis was used to determine the strength of the relationship between variables. The linear regression analysis was conducted to determine the relationship between variables. The study found that teachers’ competence had a significant influence on STEM subjects learning outcomes. It was established that students’ attitude had a significant influence on STEM subjects learning outcomes. The study revealed that syllabus coverage had a significant influence on STEM subjects learning outcomes. The study found that school infrastructure had a significant influence on STEM subjects learning outcomes. The study found that school management support had a significant influence on STEM subjects learning outcomes in secondary schools, in Kajiado North Sub-County. The study recommends that there is need to implement regular and structured professional development programs for STEM teachers. These should focus on contemporary teaching methods, advancements in STEM fields, and innovative instructional practices. There is need to integrate real-world applications of STEM concepts into the curriculum to demonstrate the relevance of STEM subjects to everyday life and future careers.