Factors Influencing Academic Performance of Girls in Mixed Day Secondary Schools in Njoro Sub-County Nakuru County, Kenya

Abstract

Trends in academic performance show that girls’ performance is low compared to that of boys. This has been reflected in the low number of girls who qualify to join tertiary institutions and later reflected in the job market. The purpose of the study was to investigate factors influencing academic performance of girls in mixed day secondary schools in Njoro Sub-County Nakuru County, Kenya. The poor performance of girls at KCSE level in the Sub-County prompted the study. The study was both quantitative and qualitative and it adopted descriptive survey research design. The study targeted form four girls (900), class teachers (30) and form four parents’ representatives (45) in mixed day secondary schools in Njoro Sub County. Purposive sampling was used to select 10 mixed day secondary schools, 10 class teachers and 20 parents. Simple random sampling technique was used to select 200 form four girls making a sample size of 230 respondents. Three questionnaires were used to collect data and were pilot tested in 2 schools in the Sub-County outside the study area. Reliability coefficient was 0.700 for form four girls’ questionnaire (GQ), 0.907 for class teachers’ questionnaire (TQ) and 0.722 for parents’ questionnaire (PQ). Descriptive and inferential statistics were used to analyze the data. The Statistical Package for Social Science (SPSS) aided the data analysis. The results showed that school related factors and parents economic status were the most influencing factors whereas, socio-cultural factors and personal factors were the least factors influencing performance of girls in mixed day secondary school in Njoro Sub-County; Nakuru County, Kenya. The study recommended establishment of boarding facilities for girls in mixed day secondary schools, empowering the parents with income generating activities to support girl-child education, involving the community in curbing negative socio-cultural practices and equipping teachers and parents with skills in guidance and counseling. The findings may be of great help to the Education Policy makers and stakeholders in improving the academic performance of girls in mixed day secondary schools.