Influence of Teacher Resource Utilization on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya
DOI:
https://doi.org/10.70619/vol2iss4pp11-25Abstract
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.
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