Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya

Secondary schools have adopted various strategies in an effort to improve performance. Collaboration and benchmarking are two such strategies. However, schools still continue to post poor grades in national examinations, an indicator that most of the students fail to meet the university cut off mark...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Jane Amunga
Formato:	article
Lenguaje:	EN
Publicado:	Foxton Books 2020
Materias:	academic achievement benchmarking collaboration investment Education L
Acceso en línea:	http://dx.doi.org/10.31757/euer.322 https://doaj.org/article/b732eac14d84433a92151c4be8b199b0
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b732eac14d84433a92151c4be8b199b0
record_format	dspace
spelling	oai:doaj.org-article:b732eac14d84433a92151c4be8b199b02021-12-02T17:43:21ZInvestment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenyahttp://dx.doi.org/10.31757/euer.3222517-6323https://doaj.org/article/b732eac14d84433a92151c4be8b199b02020-06-01T00:00:00Zhttps://eu-er.com//wp-content/uploads/2020/05/EUERV3-2-4_AMUNGA.pdfhttps://doaj.org/toc/2517-6323Secondary schools have adopted various strategies in an effort to improve performance. Collaboration and benchmarking are two such strategies. However, schools still continue to post poor grades in national examinations, an indicator that most of the students fail to meet the university cut off mark and thus fail to join university. This raises the question of whether such investment is really justified. This study sought to investigate whether investment in these two practices translated into improved education outcomes as measured by mean scores in the Kenya Certificate of Secondary Education. The study adopted correlation research design. From a target of 103 schools in the region involved in collaboration and benchmarking, 31schools were randomly selected. The sample comprised all 31 Directors of Studies and 31principals from the sampled schools. Data were collected using questionnaires with closed and open ended items, and document analysis. Data were analyzed inferentially (PPMCC and Multiple linear regression) using the Predictive Analytical Software (PASW) Version 19.0. The data on open ended items were coded using open coding, categorized and reported verbatim. Findings indicated that, investment in the two strategies significantly improved academic achievement (r=0.822; r2=0.676; adjusted r2=0.603). However, considered independently, investment in collaboration had a much higher impact on academic achievement (r=0.843, r2=0.711; adjusted r2=0.697), compared to investment in benchmarking (r=0.510, r2=0.260; adjusted r2=0.219). It is recommended that, schools should generously and uniformly invest in both collaboration and benchmarking in order to boost academic achievement. In addition, well endowed schools should be encouraged to share their resources.Jane Amunga Foxton Booksarticleacademic achievementbenchmarkingcollaborationinvestmentEducationLENThe European Educational Researcher, Vol 3, Iss 2, Pp 53-65 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic achievement benchmarking collaboration investment Education L
spellingShingle	academic achievement benchmarking collaboration investment Education L Jane Amunga Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
description	Secondary schools have adopted various strategies in an effort to improve performance. Collaboration and benchmarking are two such strategies. However, schools still continue to post poor grades in national examinations, an indicator that most of the students fail to meet the university cut off mark and thus fail to join university. This raises the question of whether such investment is really justified. This study sought to investigate whether investment in these two practices translated into improved education outcomes as measured by mean scores in the Kenya Certificate of Secondary Education. The study adopted correlation research design. From a target of 103 schools in the region involved in collaboration and benchmarking, 31schools were randomly selected. The sample comprised all 31 Directors of Studies and 31principals from the sampled schools. Data were collected using questionnaires with closed and open ended items, and document analysis. Data were analyzed inferentially (PPMCC and Multiple linear regression) using the Predictive Analytical Software (PASW) Version 19.0. The data on open ended items were coded using open coding, categorized and reported verbatim. Findings indicated that, investment in the two strategies significantly improved academic achievement (r=0.822; r2=0.676; adjusted r2=0.603). However, considered independently, investment in collaboration had a much higher impact on academic achievement (r=0.843, r2=0.711; adjusted r2=0.697), compared to investment in benchmarking (r=0.510, r2=0.260; adjusted r2=0.219). It is recommended that, schools should generously and uniformly invest in both collaboration and benchmarking in order to boost academic achievement. In addition, well endowed schools should be encouraged to share their resources.
format	article
author	Jane Amunga
author_facet	Jane Amunga
author_sort	Jane Amunga
title	Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
title_short	Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
title_full	Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
title_fullStr	Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
title_full_unstemmed	Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
title_sort	investment in improvement strategies and academic achievement: the case of secondary schools in kenya
publisher	Foxton Books
publishDate	2020
url	http://dx.doi.org/10.31757/euer.322 https://doaj.org/article/b732eac14d84433a92151c4be8b199b0
work_keys_str_mv	AT janeamunga investmentinimprovementstrategiesandacademicachievementthecaseofsecondaryschoolsinkenya
_version_	1718379663983640576

Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya

Ejemplares similares