Predictive Factors of Poor Academic Performance among Form Three Students in Selected Public Secondary Schools in Langata Sub-County, Nairobi, Kenya

Abstract

Public secondary schools have concerns about academic performance of students. The study sought to establish the predictive factors of poor academic performance among form three students in public secondary schools in Langata Sub-County, Nairobi. Specific objectives included assessing the influence of teacher-student interaction, and parental socioeconomic status on students’ academic performance. A mixed research design and a population of three schools having 387 students with a sample size of 197 students and 15 teachers was utilized. Both purposive and simple random sampling were used. The research used descriptive and inferential statistics processed using Statistical Package for Social Sciences version 28. The study found that teacher-student interaction and socio-economic status had a positive relationship with academic performance. The study concludes that cordial interaction with teachers contributed to academic performance, and poor socio-economic status negatively affected students’ performance. The study recommends that teachers should show respect, empathy, and comprehension to establish solid, trustworthy connections with their students. The study also recommends that students from low-income households should be eligible for financial aid, bursaries, and scholarships from school, local, and national governments.