Adequacy of Selected School Resources and Its Influence on Learners’ Academic Performance in Public Secondary Schools in Makueni County, Kenya
Keywords:
Adequacy, school resources, learners’ academic performanceAbstract
Adequacy of school resources is important in the functioning of institutions. The 100 policy on transition in Kenya has caused increased access to secondary schools without the commensurate increase of school resources leading to inadequacy. The purpose of this study was to examine adequacy of school resources and its influence on academic performance in secondary schools in Makueni County. The objective of this study was to determine the adequacy of school resources and its influence on academic performance in public secondary schools in Makueni County. The study adopted mixed methods research design, specifically convergent parallel design, and was supported by Education Production Function Theory. Research instruments were questionnaires and interview schedules. Validity was achieved through expert judgment and reliability by test-retest technique. Piloting was done in three schools. The target population was 1064 respondents, 60 principals, 1004 teachers, and 60 schools. Simple random, stratified and purposive sampling techniques were used to sample study subjects. The selected sample was 316 respondents, 30 principals, 286 teachers, and 30 schools. Data was analysed by descriptive, inferential statistics, and thematic analysis. The findings showed that adequacy of institutional resources moderately influenced students’ academic performance (r=.514, p-value <0.05). The null hypothesis was rejected as the p-value was less than 0.005 significance level. Major conclusion was that there is a need to increase institutional materials. Major recommendations included that Ministry of education should increase institutional resources. This study provided information useful to education policymakers in formulating additional policies to increase resources in secondary schools.
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