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Perceptions of Education Stakeholders on the Effect of Teaching Practices on Academic Achievement in Public Secondary Schools: A Case of Kakamega County, Kenya
Violet Odenda Namuhisa
Judith Achoka
Judah M. Ndiku
Abstract
The purpose of this study was to determine education stakeholder’s perceptions on the effect of schools’ teaching practices on academic achievement in public secondary schools in Kakamega County, Kenya, The study was guided by School-Based Management Theory. A descriptive research design was used. The target population was 415 principals, 415 Deputy Principals, 415 directors of studies, and 33296 form four candidates of 2022. Stratified and purposive sampling technique was used. The sample comprised of; One hundred principals, 100 deputy principals, 100 directors of studies, and 400 students were chosen as the sample. The research instruments were; Questionnaires, an interview schedule, and document analysis schedule. Descriptive analysis was done using frequencies and percentages while inferential analysis was performed using Chi-square Analysis and Pearson product moment. Qualitative data was transcribed, analysed and reported according to emerging themes The Chi-square analysis indicated a significant difference between schools' teaching practices and academic achievement at a p value p < 0.05. The results indicated that there was a significant difference in their perceptions on the effect of schools’ teaching practices with regard to the effect of the academic achievement with the p value p < .001.The null hypothesis was consequently rejected. The findings indicate a notable disparity in the perceptions of education stakeholders, particularly students and deputy principals, regarding the influence of teaching practices on academic success in public secondary schools in Kakamega County. The p-value of p < .001 signifies a robust level of statistical significance, suggesting that the observed difference in perceptions is improbable to arise from random chance. As a result, the null hypothesis, which posited an absence of difference in perceptions, was dismissed. The evidence indicates a divergence in perspectives between students and deputy principals regarding the influence of teaching practices on academic performance. This may suggest that each group emphasizes or appreciates distinct facets of the pedagogical approaches, or that they possess diverse experiences and insights concerning the implementation of these practices within the educational environment. This implied that that the students and deputy principals perceived differently, the effect of the teaching practices on academic achievement. The study recommends that some teaching practices that were perceived to enhance academic achievement should be used in public secondary schools of Kakamega County.
