Institutional dynamics and academic outcomes: Analyzing school-related determinants of KCSE performance in Samburu County

Abstract

This study aimed to examine the school-related factors influencing students' performance in the Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Samburu County, with a focus on understanding the challenges in nomadic pastoralist areas. Despite improvements in Kenya’s secondary education sector, including increased enrollment and infrastructure development, academic performance in Samburu County remains consistently low. The average KCSE score for the period 2001–2010 was 4.4 (D+), far below other regions like Nairobi, indicating significant educational challenges. The study employed a mixed-methods approach, collecting data through structured questionnaires from Form 4 school leavers and high school principals. The research specifically focused on school-related factors such as the existence of academic performance policies, school facilities, and school fees and their impact on KCSE performance. Data was analysed using means, frequencies, and p-values to identify significant factors. The study identified inadequate learning resources, such as libraries and laboratories, and the absence of academic performance policies as the primary school-related factors influencing poor KCSE performance. Inadequate physical facilities and limited educational exposures were also identified as contributing factors, though to a lesser extent. The study concluded that the lack of essential school resources and academic policies are key school-related barriers to improved KCSE performance in Samburu County. The study recommends that schools enhance academic performance policies, improve resource availability, and increase educational exposure. Additionally, the study suggests further community development initiatives to support educational access and improvement for students in nomadic pastoralist regions.