Teachers Support on Learners as a Factor to Academic Performance among Secondary School Students in Kiambu County; Kenya
James Gathungu, Edward Tanui, Alexander Ronoh
Factor influencing studentsí academic performance has been widely studied with studentsí performance in summative examinations being a key variable. Theories have it that learning is progressive and therefore a studentís performance in summative examinations significantly relates to the progressive performance during the course. This paper attempts to find out studentsí academic performance as they progress through the secondary school course and how this performance is influenced by learning support given by the teachers. The study was carried out in Kiambu County in Kenya using Correlation research design. Data was collected from students using questionnaire and from Deans of Studies using the researcherís designed Learnersí Examinations Marks Schedule. Respondents were selected from public secondary schools using stratified random sampling technique. The study informs curriculum developers and implementers on the relationship between learning support given by teachers and the studentsí trend in academic performance as they progress through the secondary school course. The data collected was cross tabulated and a Pearson Chi-Square used to test independence between learning support by teachers and academic performance among the students progressing through the secondary school course. The study identified a relationship between the two variables and thereby generalizing that learning support given by teachers has a direct relationship with studentsí academic performance.
James Gathungu, Edward Tanui, Alexander Ronoh. Teachers Support on Learners as a Factor to Academic Performance among Secondary School Students in Kiambu County; Kenya. International Journal of Multidisciplinary Research and Development, Volume 2, Issue 10, 2015, Pages 143-149