INFLUENCE OF TEACHER RELATED FACTORS ON STUDENTS’ ACADEMIC PERFORMANCE IN KISWAHILI COMPOSITION IN PUBLIC SECONDARY SCHOOLS IN KISUMU WEST SUB-COUNTY, KENYA

Zainab A. Murunga, Francis C. Indoshi, Tonny O. Okwach

Abstract


 

Composition writing helps learners to acquire writing skills. However, students’ performance in Kiswahili composition at the Kenya Certificate of Secondary Education (KCSE) examination shows that national performance has been fluctuating with a mean of 14.20 in 2008, 15.40 in 2009, 14.32 in 2010, 16.43 in 2011 and 10.43 in 2012out of 40 marks. From year 2008 to 2012, Kisumu West Sub-County students’ performance in the Joint Evaluation Test (JET) shows that performance was lower compared to other sub-counties in Kisumu County with a mean of 11.20 which was below the county mean of 13.49. Although studies have established that teachers are key determinants of performance, students’ academic performance in Kiswahili composition has remained below average in public secondary schools in Kisumu West Sub-County. The purpose of the study was to establish the influence of teacher related factors on students’ academic performance in Kiswahili composition in public secondary schools in Kisumu West Sub-County, Kenya. The study employed descriptive survey and correlation designs. Target population was 1622 Form 4 students, 54 teachers of Kiswahili Language, 33 Heads of Department (HOD) and 1 Sub-County Curriculum Support Officer (SCCSO). Purposive sampling technique was used to select a sample of 48 teachers, 29 HOD and 1 SCCSO. Krejcie and Morgan’s (1970) formula was used to select a sample of 310 Form 4 students. Teacher and student questionnaire, HOD/SCCSO interview schedule and Kiswahili composition test were used for data collection. The study found a positive strong relationship between teacher related factors (R=.518*, p=.000) and students’ academic performance. It was concluded that an improvement in teacher related factors increased students’ academic performance in Kiswahili composition. The study therefore recommends that teachers should be constantly engaged in refresher courses, seminars and symposia to update their skills on Kiswahili language pedagogy so as to improve students’ academic performance.

 

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teacher related factors, performance and Kiswahili composition

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2682

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