Journal of Education

Effectiveness of Instructional Methods in Business Studies: A Comparative Study of Learning Outcomes in Accounting Component Using Student Teams- Achievement Divisions and Conventional Methods

Emmanuel Munyao Mailo, Samson Rosana Ondigi, Mary Nasibi, Priscilla Ndegwa — Fri, 08 May 2026 00:00:00 +0000

This study was prompted by persistent low achievement in Business Studies in Kajiado County, particularly in the accounting component, as consistently reported by the Kenya National Examinations Council (KNEC, 2017-2023). Even though cooperative learning strategies, such as the Student Teams- Achievement Divisions (STADs), are widely recommended to foster learner engagement and academic performance in other subject areas, there is limited empirical evidence on their effectiveness in accounting instruction in the Kenyan secondary school context. This study, therefore, sought to establish whether there is a statistically significant difference in learning outcomes between learners taught using the STAD strategy and those taught through conventional methods. Anchored in Social Interdependence theory and Lev Vygotsky's Constructivist theory, the study used Solomon four group type quasi-experimental research design. A total of 220 form three learners and 6 Business Studies teachers from 4 mixed-gender secondary schools in Kajiado County were sampled for the study. The experimental groups were exposed to a four-week STAD treatment, while the control groups received conventional instruction. An experimental group and a control group took a pre-test before the intervention, and all four groups took a post-test after the instructional period. Quantitative data were analyzed using descriptive and inferential statistics involving t-tests and Analysis of Variance (ANOVA) with the aid of Statistical Package for Social Sciences (SPSS) version 29.0. The ANOVA showed a statistically significant difference in mean post-test scores among the four groups, F (3, 207) = 29.42, p < 0.001, indicating unequal performance across groups in favour of learners taught using the STAD strategy. The study concluded that STAD is more effective than conventional methods in enhancing learning outcomes in the accounting component and proposes incorporating the strategy into Business Studies instruction in secondary schools in Kajiado County, Kenya.

The Influence of Parental Involvement in A Child’s Academic Performance: A Case of Informal Schools in Kiambiu Slums in Kamukunji Sub-County, Nairobi, Kenya

Renson Wakhome Mwembe, Tom Kuja, Alice Mambo — Sun, 03 May 2026 00:00:00 +0000

This study examined the influence of parental involvement on children’s academic performance in informal schools within Kiambiu slums, Kamukunji Sub-County, Nairobi, Kenya. Specifically, it assessed how parental engagement in school levy payment, participation in school activities, and homework supervision affect learners’ academic outcomes in resource-constrained settings. A descriptive survey design was adopted, involving 59 respondents (teachers, parents, and pupils) selected through simple random sampling. Data were collected using questionnaires and academic records and analyzed quantitatively using the Statistical Package for Social Sciences (SPSS), with reliability and validity ensured through standard procedures. The findings revealed that parental involvement has a significant positive effect on pupils’ academic performance, explaining approximately 70.5% of the variation. Among the factors examined, homework supervision had the strongest influence, followed by school levy payment and participation in school activities. The results indicate that consistent parental engagement enhances learners’ motivation, discipline, academic achievement, and school attendance. The study concludes that strengthening parental involvement is critical to improving educational outcomes in informal school settings. It recommends enhancing school–parent partnerships through flexible engagement strategies, improving communication between teachers and parents, and promoting support for home-based learning. Additionally, policies should be developed to facilitate parental involvement, particularly in informal settlements facing socio-economic challenges.

Influence of Participatory Decision-Making on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya

Victoria Mbula Musyoki, Daniel Mange Mbirithi — Mon, 04 May 2026 00:00:00 +0000

Educational research identifies participatory decision-making as a key factor in improving students’ academic success in secondary education. Collaboration between parents and teachers creates a supportive environment that enhances student engagement, development, and achievement by aligning school and home expectations. This study examined the influence of parent–teacher collaboration on educational outcomes in public secondary schools in Makueni County, Kenya. It focused on participatory decision-making, communication quality and timeliness, collaborative learning and development, and parental involvement in resourcing and volunteering. Guided by social capital theory and Bronfenbrenner’s ecological systems theory, the study adopted a descriptive research design. The target population comprised 1,965 respondents from 390 public secondary schools. Using stratified sampling, 295 respondents were selected from 59 schools, including principals, deputy principals, Board of Management chairpersons, Parent–Teacher Association chairpersons, and student presidents. Data were collected using structured questionnaires and analyzed quantitatively. The findings revealed a moderate, positive, and statistically significant relationship between participatory decision-making and students’ academic performance (r = 0.646, p = 0.000). Schools were found to consistently involve parents in decision-making through regular meetings, reflecting a commitment to participatory governance. The environment also encouraged open expression, with parents feeling comfortable sharing their views. Communication between schools and parents was perceived as timely and consistent, facilitating effective information sharing and coordinated responses to emerging issues. Additionally, parental volunteering was encouraged, contributing to students’ sense of responsibility and community engagement. The study concluded that effective parent–teacher collaboration enhances academic performance by improving communication, fostering shared decision-making, and promoting active parental involvement. It recommends that school administrators and Boards of Management strengthen structured mechanisms for parental engagement. Furthermore, the Ministry of Education should establish and enforce policies that promote school–community partnerships, including clear guidelines on the frequency of parent engagement and expectations for involvement in academic and co-curricular activities.