HOME-BASED FACTORS INFLUENCING STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC DAY SECONDARY SCHOOLS IN MOIBEN SUB-COUNTY, UASIN GISHU COUNTY, KENYA

Abstract

Students’ grades are swayed by numerous elements that lie within socio-economic, educational, and personal aspects. These factors are primarily individual as opposed to Home- Based. Students in the secondary schools are in the same educational setting, but their family setting is different, and this aspect may influence their academic performance. The paper has examined the factors in the family environment which influence learners’ grades in public day secondary schools in Moiben Sub-county, Uasin Gishu County. Although several educational reforms have been implemented, learners’ grades in public day secondary schools in this region has been fairly low raising concerns regarding its causes. Study’s aim was to establish the effect of family-related variables on learners ’outcomes. Family-related factors adopted were socio-economic status, the parent education level, family structure, and home learning environment and their impact on learners’ outcomes. The theory adopted was ecological systems and descriptive survey research design used. The sample that was chosen consisted of students, teachers, and parents of chosen schools in the study area. Selection method adopted was stratified and purposive sampling method while the sample size was 1056. The data collected was analyzed descriptively, inferentially and content analysis for quantitative and qualitative data respectively. The research power to make parents realize the need of their participation in schools led to the development of programs that educate parents on how to ensure their children excelled academically. Outcomes revealed that educational background, socioeconomic level, family structure, and home-based activities of students had significant effects on learner’s outcomes (β=0.414, p < 0.05; β= -0.131, p < 0.05; β= 0.147, p < 0.05, and β= 0.203, p < 0.05, respectively). The reason was that the study established that academic achievement of children in the public day secondary schools is affected positively and significantly by the level of education, social status, family structure, and the activities performed by parents at home. The research suggested that management of the state schools be encouraged to make parents more appreciative of the education of their children. Educators are expected to encourage parents to be sure that learners carry out their schoolwork and know their academic requirements. Schools’ leadership should ask parents to be supplying the learners with learning materials. In socio-economic status environment at home it is advisable that the management of schools instill in parents the involvement on the education of their children regardless of their socio economic status. The students are supposed to be motivated to strive regardless of their family set-ups. The management of schools ought to advise parents not to accord children more tasks at home that will cause them not to focus on their education. The management of the schools should advise parents or guardians to strike a balance between activities at home and school work of the learners as more house chores restrict the time a student has to revise before an exam.