The influence of instructional resources on academic performance in mixed day secondary schools in Kisumu east district, Kenya

Abstract

Purpose: The purpose of this study was to find out how instructional resources influence academic performance in mixed day secondary schools in Kisumu East District. The objective of the study was to examine how the instructional resources affect the academic performance in mixed day secondary schools in Kisumu East District. The study was based on a conceptual framework showing how academic performance is influenced by instructional resources. Methods: The study employed descriptive survey research design. The study population consisted of 32 Head teachers, 32 Heads of examination departments and 1045 form four students. Simple random sampling technique was used to select 10 head teachers, 10 heads of examination departments and 348 students. Questionnaire and in-depth interviews were used to collect data. Qualitative data obtained from in-depth interviews were transcribed and analyzed on an on-going process according to themes as they emerged. Quantitative data collected from closed-ended questionnaire items were tallied and presented using descriptive statistics in the form of bar graphs, percentages and frequencies. Results: The major findings of the study was that instructional resources had positive and negative influence on the academic performance of students in mixed day secondary schools in Kisumu East District. Unique contribution to theory, practice and policy: Recommendation from the study includes further research should be done on the role of parents on the education of their children. Although educational policies play a big role in academic performance, Guidance and counseling, parental support helped to improve students’ performance. The findings of this study will be useful to the administrators, parents, teachers and students in improving academic performance in mixed day secondary schools