Influence of Teacher Resource Utilization on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya
Abstract
The use of teacher resources is important for the functioning of schools. Middle schools in Makueni district perform poorly, even though there are teachers. The purpose of this study was to examine teacher resource use and its impact on academic achievement in secondary schools in Makueni County. The aim of this study was to investigate teacher use of resources and its effect on academic achievement in secondary schools in Makueni County. This study uses a mixed methods research design, particularly a convergent parallel design, and is supported by the theory of the educational production function. Research instruments in the form of questionnaires and interview plans. Validity is achieved through expert judgment and reliability through test-retest techniques. The trials were conducted in three schools. The target group is 1064 respondents, 60 school principals, 1004 teachers and 60 schools. A simple, stratified, and targeted random sampling technique was used to screen study participants. The sample consisted of 316 respondents, 30 school principals, 286 teachers and 30 schools. Analysis was carried out through descriptive and inferential statistics and thematic analysis. The results showed that the use of teacher resources had a moderate effect on student achievement (r = 0.518, p-value <0.05). The null hypothesis is rejected because the p-value is less than 0.005. Qualitative data shows that teachers' use of resources affects students' academic achievement. The main conclusion is that the effective use of teacher resources improves student achievement. One of the main recommendations is that the Ministry (Ministry) should train teachers in the use of institutional resources. This study provides useful information for educational decision makers in formulating policies that lead to the use of resources in schools.
References
Burke, R.J., Alisey F. A., and Noblet A. J. (2013). Importance of Human Resource Management in the Public Sector, Future Challenges and the Relevance to Current Collection. M3074- Burke 978857937315 print. Ind 13.
Clark, D. (2013). Childhood Antisocial Behaviour and Adolescent Alcohol Use Disorder. New York. The University of Pittsburgh.
Creswell, J. W., and Plano Clark V. L. (2011). Designing and Conducting Mixed Methods Research. (2nd Edition). Thousand Oaks, CA: Sage Publications, Inc.
Creswell, J.W. (2012). Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th Edition). The University of Nebraska-Lincoln.
Creswell, J.W., Plano Clark V.L., Gutmann M.L., and Hanson W.E. (2003). Advanced Mixed-Methods research designs. In A. Tashakkori & Teddlie (Eds.), Handbook of Mixed Methods in Social and Behavioral Research, TO, Sage. Denzin.
Francis, F. (2018). Utilization on Organizational Growth and Development of Adamawa State Polytechnic Yola. Arts Social Sci J 9: 419. Doi10.4172/2151-6200.1000419.
Incheon Declaration and SDG4 (2015). Education Framework for Action 2030. UNESCO. Paris.
INSPEC Accession Number: 16669358. DOI: 10.1109/TALE.2016.7851789. Electronic ISSN: 2470-6698. Bangkok, Thailand.
Isola, E. (2010). Teacher’s Utilization as Correlate of Student’s Academic Performance in Senior Secondary Schools in Ondo State, Nigeria. European Journal of Educational Studies, 4(2).
Kapur, R. (2019). Impact of Resource Utilization in Education. Paper 23 (1). The University of New Delhi.
Khan, A. & Ghosh, S. K. (2016). Analysing the impact of poor teaching on student performance.
Kimeu, R. M. (2015). Influence of Instructional Resources on Secondary School Students’Academic Performance in Makueni County, Kenya. International Journal of Scientific Research and Innovative Technology, 2 (1).
KUCCPS, (2019) Kenya Universities and Colleges Central Placement Service.
Lamas, H.A. (2015). School Performance.Vol.3, No (1): pp. 313-386.doi http://dx.org/10.20511/pry2015.v3n1.74. ISSN 2307-7999.
Mugenda, A. G. (2008). Social Science Research: Theory and principles. Nairobi: Applied Research and Training Services. Nairobi. ACTS Press Company Limited.
Mugenda, O., & Mugenda, A. (2003). Research Methods: Qualitative and Quantitative Approaches. African Centre for Technology Studies (ATS). Nairobi-Kenya. ATS PRESS.
Mugenda, O.M., & Mugenda, D. (2012). Quantitative and Qualitative Approaches, Nairobi. ACTS Press Company Limited.
Mwaniki M. W. (2011). School-Based Factors’ Influencing on Student Performance in Kenya Certificate of Secondary Education in Murang’a, Kenya.
Nassira (2016). The Importance of Teachers' Training Programs and Professional Development in the Algerian Educational Context: Toward Informed and Effective Teaching Practices. http://exp-pedago.ens-oran.dz- Numéro 1- octobre 2016.
Nusche, D. (2009). “What works in migrant education? A review of evidence and policy Options”, OECD Education Working Papers, No. 15, OECD Publishing, Paris, www.oecd.org/edu/workingpapers.
OECD, (2013). What makes schools Successful? Resource, Policies, and Practices. Vol. 4. OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review) Design and Implementation Plan for the Review.
Okoth P. A. (2019). Principals’ Supervision of Teachers and Students’ Performance in Kenya Certificate of Secondary Education in Public Schools in Migori County, Kenya.
Okpa, Josiah Sarah; Asibi, Idachaba Joy; and Eruvwe, Ufuoma, (2022). Utilization of the library and its effect on academic achievement of undergraduates in selected university libraries in South-South, Nigeria Library Philosophy, and Practice (e-journal). 7002. https://digitalcommons.unl.edu/libphilprac/7002
Omariba, A., Ondigi, S. R. and Ayot, H. O. (2016). Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya. International Journal for Innovation Education and Research, 4(12), 23-39.
Orodho, J. O (2009). Fundamentals of educational research in social sciences. KANEZJA HP ENTERPRISES. Maseno/Nairobi, Kenya.
Rafiei, N. and Davari F. (2015). Role of HRM in Enhancing the Teaching Skills of Faculty Members. Mater Sociomed. 27 (1):35-38. Directory for Medical Articles. PlumX Metrics.
Tegan, G. (2021). Mixed Methods Research / Definitions. Guide and Examples.
UNESCO (2014). Teaching and Learning: Achieving Quality for All. EFA Global Monitoring Report 2013/2014. Paris: UNESCO. Retrieved on www. UNESCO.org, accessed on 26/05/2014
UNESCO, (2008). Education for All by 2015. Will We Make It? Education for All Global Monitoring Report. UNESCO. Paris.unesco.org/new. UNESCO Digital library.
UNESCO, (2011). School Infrastructure and Resources do Matter: analysis of the incidence of School Resources on Performance of Latin American Students. School effectiveness and school Improvement. 22(1), 29-50, 2011. Unesco.org. UNESCO.
UNESCO, (2015). Education for All by 2015: will we make it? Initiatives to improve the quality of teaching and learning. unesco.org.
Usman, Y. D. (2016). Educational Resources: An Integral Component for Effective School Administration in Nigeria. Federal Road Safety Commission (FRSC) RS4.35 Nassarawa Eggon Unit Command, Nasarawa State, Nigeria. Vol.6 (No. 13).
Woodhall, M. (2004). Cost-Benefit Analysis in Educational Planning. UNESCO-Digital Library. 4th Ed. –IIEP.
