ASSESSMENT OF STRATEGIES PROMOTING LEARNING OF ACADEMIC LOW ACHIEVING STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KANDARA SUB-COUNTY, MURANG’A COUNTY, KENYA

Abstract

ABSTRACT The purpose of this study was to assess strategies promoting learning of academic lowachieving students in public secondary schools in Kandara Sub-County, Kenya. The research questions were: (i) what is the prevalence of academic low achieving students in public secondary schools in Kandara Sub-County? (ii)Which strategies are currently being used to promote academic achievement among the academic low achievers? (iii)What are challenges facing teachers and academic low-achievers in relation to low academic achievement in Schools? (iv)Which measures should be put into place by the stakeholders to address the problem of academic low-achievers? The study adopted Educational Productivity Theory by Walberg and a Mixed Methods Research Design, Convergence Model. A Cross sectional survey design was used for quantitative method, and Phenomenology for qualitative method. Target population was 6155: all 56 Principals, all 56 form three class masters, 6042 form three Students and Quality Assurance and Standards Officer. Total sample was 199 participants: 176 form three students, 11 class-teachers, 11 principals in 11 schools and one Quality Assurance and Standards Officer. Questionnaires, Interview guides, FGD guides and Document analysis guides collected data. Descriptive statistics were used to analyze quantitative data, while thematic analysis analyzed qualitative data. Results showed the prevalence rate of academic low-achievers was high with a significant number of students scoring grade D and below, while the strategies being used to promote learning among academic low-achievers include: Institutional related strategies, the teacher and classroom-related strategies, the student-related strategies, and government and school policies. The study concluded that the prevalence rate of academic low-achievers was high and that most strategies being used to promote learning in schools are good and go a long way in improving attendance, even academic excellence if applied well. However, most strategies tend to work better for the higher achievers; with others like some policies leaving academic low-achievers further behind. The study recommends teacher facilitation to trainings, workshops and seminars; learners to be self-motivated, inspired to succeed, focused and responsible for choices they make regarding academics. The Ministry of Education to train teachers regularly on handling academic low-achievers.