7271

A PROJECT REPORT ON
The Influence of Day-Schooling on Performance among Keongo and
Kericho Township Secondary School Students

HILLARY K. NGETICH
LX01/1305/15

LECTURER: Dr. KANJOGU

LAIKIPIA UNIVERSITY

JANUARY-APRIL 2016

Abstract
This study was aimed at investigating whether students attending day schools perform equally as
their counterparts in boarding schools. It has been argued by some researchers that students who
attend day schools lose a lot of time which would have otherwise been used to study. Issues that
were explored in the study included absenteeism, influence of the community environment,
perceptions of learners towards day schools, teacher-related factors, and level of income of
families. The study employed a descriptive research design whereby participants were selected
using systematic sampling. A sample of 65 students was taken from two public day secondary
schools from Kericho County (Keongo and Kericho Township) and which consisted only of form
four students. Data was collected using questionnaires which were distributed to the students and
also included the participation of the Directors of Studies (DOS) from the two schools. The DOS
questionnaires were aimed at addressing the teacher/school related issues affecting performance.
Data analysis was made using percentages and frequencies. Pie charts and tables were used in the
presentation of the collected data. According to the study, a strong correlation exists between the
socio-economic condition of the parents and the absenteeism rates. Students tend to become
absent because of lack of school fees. This subsequently contributes to poor performance.

Table of Contents
2.1 Literature Review.................................................................................................. 11
2.2 Theoretical Framework............................................................................................ 16
2.3 Conceptual Framework............................................................................................ 16
3.0 CHAPTER 3............................................................................................................ 18
3.1 Location of the Study.............................................................................................. 18
3.2 Research Design.................................................................................................... 18
3.3 Sampling Procedure................................................................................................ 18
3.4 Instrumentation..................................................................................................... 18
3.5 Procedure for Collecting Data................................................................................... 19
3.6 Data Analysis Techniques......................................................................................... 19
3.7 Data Presentation................................................................................................... 19
4.0 CHAPTER 4: RESULTS AND DISCUSSION..................................................................20
4.1 Results................................................................................................................ 20
Table 1: Data on DOS questionnaire from selected schools....................................................20
Table 2: Variables and corresponding frequencies for item 11 of the questionnaire........................21
Table 3: Summary of results according to items..................................................................22
Figure 1: Preference of students to day school and boarding school..........................................23
Figure 2: Effect of distance on academic performance..........................................................24
Figure 3: Effect of friends and community.........................................................................24
Figure 4: Evaluation if parents give students a lot of work.....................................................25

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Figure 5: The economic status of the parents (whether they have the ability to gather for their childrens
education)................................................................................................................. 25
Figure 6: Whether the Parents level of education is high or low..............................................26
Figure 7: If the student has been absent from school during the term when the study was carried out.27
Figure 8: Contribution of lack of school fees to absenteeism...................................................27
4.2 Discussion........................................................................................................... 27
5.0 CHAPTER 5............................................................................................................ 29
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION...............................29
5.1 Introduction.......................................................................................................... 29
5.2 Summary............................................................................................................. 29
5.3 Conclusions.......................................................................................................... 30
5.4 Recommendations.................................................................................................. 31
5.4 Suggestions for further Research................................................................................31
6.0 REFERENCES......................................................................................................... 32
Appendix 1: Student Questionnaire..................................................................................... 34
Appendix 2: Principal/DOS Questionnaire............................................................................36
Appendix 3: Number of Students Sampled In the Two Schools and Results...................................38
List of tables and Figures................................................................................................. 41

1. CHAPTER 1
1.1 Background of the Problem
In Kenya, secondary schools differ in the manner in which students are admitted to form one.
Schools are categorized into national, provisional, and district schools. Most national and
provisional schools are purely boarding schools whereby students are provided with meals and
accommodation in school and are only allowed to go home during half term and when the
schools close. When it comes to district schools, the institutions of learning either allow students
to board or to commute from home every morning and go back home after they complete their
daily studies. Such schools whereby students are allowed to operate from home are considered
day schools. For most parents, stakeholders, and student themselves, there are challenges that
students face when they go to day schools. Among the challenges include the inability of learners
to get enough time to concentrate on their studies because of the influence of the family as well
as the environment that students are exposed to.
According to Odumbe, Simatwa, and Ayodo (2015), the Kenyan government has been
working towards improving the educational outcomes of students because students are an asset
that the country will benefit from. Quality education is an important aspect that the government
of Kenya has largely focused on since students are potentially helpful in meeting the economic,
social and technological needs for economic development. In their case study of Migori County
on the factors that influence the academic performance in day-secondary schools, Odumbe et al.
(2015) cite a number of setbacks that students face in day secondary schools which include
absenteeism of students from school, low family income, long distance travelled by students to
school and back, entry behaviour and attitude of students towards the school, resulted in poor
performance. According to the findings of this study, it is evident that there are significant
factors which greatly influence the performance of students in day schools compared to their
counterparts in boarding schools. For instance, students tend to become absent from school or are
affected by the distance travelled which provides little opportunity for learners to concentrate on
their studies. However, from another position of the spectrum, some students and parents prefer
day schools because of financial constraints (Murage, 2015). For instance, some parents prefer to
take their children to day schools because the fees paid in such schools are much lower than
those paid in boarding schools. Parents would also want their children to be at home to help them
in their daily chores. Some students also cite the benefits of attending day schools because they

like to be close to their parents. According to such students, attending boarding school creates a
great deal of nostalgia which affects their studies. Bahadar et al. (2014) equally cite the demerits
of the boarding schools which include poor meals and crowdedness due to the lack of enough
boarding facilities. Despite such claims, it is evident that students in day schools face a wide
range of challenges compared to their counterparts in boarding schools. The government should
consider coming up with a policy that would harmonize the learning environments of all students
without one group being more advantaged than another. Opportunities provided to students in
national and provisional schools should be harmonized to include students in district schools.
The formulation of a policy that would scrap the idea of day schools may be an informed one
because it will help to level the playing field so that all learners get the same opportunities in
their secondary education.
1.2 Statement of the Problem
The idea of how day schooling influence student performance has received less attention
from policy makers, teachers, parents, students, and other stakeholders. The issue of giving
freedom for schools to decide whether they should be day schools or boarding schools has not
been fully checked. There is a need to investigate some of the factors which influence student
performance in day secondary schools which are not experienced by boarding schools.
1.3 Purpose of the Study
The aim of this study was to try to address the gap that exists between day schools and
boarding schools using the case of two mixed day secondary schools: Keongo Secondary School
and Kericho Township Secondary School. This study aimed to collect views from students and
DOSs to ascertain if day-schooling affects student performance. The factors that play a critical
role in performance were also investigated. Some of the critical aspects that were explored in the
study included absenteeism, distance travelled by students, and attitude of students towards day
schools.

1.4 Objectives of the Study

The objective of this study was to find out the student-related factors towards the academic
performance, proximity or location of the school, family income, and teacher-related factors. The
study attempted to find out what the student perceptions were towards day schools, the influence
of the environment towards their performance, and how the distance students travel to and from
their homes affect their school performance. The study also investigated the teacher-related
factors towards the performance of the students. The dependent variable was student
performance and the independent variables included the location of the school, teacher-related
factors, and student-related factors.
1.5 Research Questions/Hypothesis
The research questions related to this study included;
a) What is the influence of distance travelled by day secondary schools on performance?
b) What are the student perceptions about day schools relative to the boarding schools?
c) To what extent do day schools influence student absenteeism?
d) What is the influence of family background on the decisions to enter day schools?
e) Are teachers motivated to teach in day schools?
1.6 Significance of the Study
This study is invaluable not only to parents and stakeholders, but also to the government
because proper policy formulation can help to improve the quality of the student outcomes in day
secondary schools. According to the Kenyan constitution, learners should be provided with
quality education that can help them to become productive members of the society upon
completion of their learning (Heyman & Cassola, 2012). Studies show that students in day
schools face a wide range of challenges which places them at a disadvantaged position compared
to their counterparts in boarding schools. If the government recognizes the limitations associated
with day schools, a policy that scraps day schools may help to fill the gap that currently exists
between day schools and boarding schools. Although the issue of time and resources may
prevent policy implementation, a move towards harmonizing the learning environments in the
country can help to provide equal opportunities to all learners. Meanwhile, some parents may
also become resistant to the path towards making all schools as boarding (Murage, 2015). Some
parents opt to take their children to day schools because the fees in such schools are much lower
than those in boarding schools. Despite the claims of financial constraints faced by low income
families, proper policies geared towards subsidizing education will help parents to recognize the

need for quality education for their children. Parents will finally recognize the fact that quality
education provided to their children can help to shape their future lives. This can subsequently
translate to social and economic progress in societies.
1.7 Scope of the Study
This study was confined to two mixed day secondary schools in Kericho County which
included Keongo Secondary School and Kericho Township Secondary school. These schools are
in close proximity which enabled the collection of data in an efficient manner. The two schools
also share similar aspects especially the immediate environments where most students reside.
1.8 Limitations of the Study
This study had some limitations based on the fact it only took into consideration the aspects
affecting a specific area. The entry behaviour is also another significant factor which limited the
study. The key aspect about the entry behaviour is that the schools may have a particular culture
of admitting students based on their performance in primary schools. Therefore, generalizing the
idea that day-schooling influences the performance is short-sighted. There are some regions
where students perform well/poorly irrespective of whether the students are day scholars or not.
The bottom-line is that different regions in Kenya have their own unique learning cultures,
behaviours, attitudes, and norms which influence learners performance. Therefore, the
subjectivity of the study should not be ignored.
1.9 Assumptions of the Study
While this study was aimed at collecting pertinent information related to student performance
in day secondary school students, the honesty of the respondents might have affected the results.
The respondents might have not provided accurate information affecting them. The respondents
might have also tried to use strategies that were aimed at impressing the researcher by providing
answers that favoured the intended outcomes of the study. Respondents might have felt that their
personal lives were being intruded which might have influenced the manner in which they
provided information to the researcher. It was also assumed that the students entry behaviour
was uniform without any extremes considered excellent or poor. Lastly, the level of

understanding of the subject by the respondents might have compromised the quality of the
results. This was evident in some filled questionnaires related to socio-economics of parents.
1.10

Operational Definition of Terms

Day secondary school: Refers to educational institutions where male and female students
commute from home to school every school day and go back home in the evening.
Kenya Certificate of Primary Education (KCPE): This refers to an examination taken at the
end of the eight years of primary education in the Kenyan education system.
Kenya Certificate of Secondary Education (KCSE): Refers to an examination taken at the end
of the four years of secondary education at fourth form in Kenyan education system.
Academic Performance: Refers to success in standardized national examination at critical
stages of life. For example, KCPE and KCSE, where one must succeed in order to proceed
further in education or a sample of achievement of a student with respect to attained skills or
knowledge.
Public boarding schools: Refers to the schools where the government assists partially in
finances and supply of teachers and students are housed in the schools.
Day scholar: A leaner who commutes every morning from home to school and goes back home
in the evening.
Boarder: Refers to a student who stays in school and is provided accommodation and meals
throughout the term.
Director of Studies (DOS): Refers to a teacher selected by the school to ensure that the
academic affairs of the students are monitored and feedback provided to students, teachers, and
parents. The DOS is also charged with ensuring that the school timetable is made and
implemented.
Resources: Refers to both learning and physical facilities in the school such as laboratories,
library, computer labs, text books etc.

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Remedial teaching: This refers to the additional coaching/teaching of students during students
free time such as in the evenings and weekends.
Quality education: Refers to an education system with high level of achievement and efficient
management of education resources.
Poor performance: Refers to sample of achievement that is inadequate of what is expected to
enable one proceed to the next level.
Social Learning Theory: A learning theory that postulates that learning entail cognitive
processes which occur in social contexts either through pure observation or direct instruction,
even when direct reinforcement or motor reproduction is absent.
2.0 CHAPTER 2
2.1 Literature Review
The Kenyan government recognizes education as the basic human right as stipulated in
the constitution. Emphasis has been placed on the importance of quality and equal education for
all so that learners can become productive members of the society (Kemunto, 2013; Heymann &
Cassola, 2012). Education is important in eliminating poverty, ignorance and disease. The
government allocates significant amounts of money to the education sector in order to achieve its
objectives of ensuring equity in education. It has been the governments policy to continue
expanding secondary education and the government noted that to undertake such expenditure in
the most effective way, there should be the establishment of mixed/pure day public secondary
schools (Kemunto, 2013). Because of the differences in socio-economic status, some parents
prefer day schools because they are cheaper to develop and maintain. The government provides
the facilities and equipment so as to maintain high standards of quality teaching and learning.
Despite the efforts that the government has made to enhance quality education and easy access to
vulnerable populations, there are still challenges that face mixed/pure day secondary schools
(Kemunto, 2013). One aspect that has been noted is the increased absenteeism and dropout rates
in such schools. Some researchers have attributed the challenges experienced by day secondary
schools to school and community factors (Filmer & Fox, 2014). The combination of the school
factors and the environmental factors translate to poor performance in the Kenya Certificate of
Secondary Education (KCSE). As emphasized by Kemunto (2013, p. 13), The in school factors

11

that affect academic performance include teaching and learning resources, physical facilities,
class size, curriculum and instructions, proximity of the school, type of school, teacher
experience and commitment. Some of the community factors include the level of education of
the parents, the size of the family, the learners social class, and the parental participation in
education (Kemunto, 2013). Therefore, according to researchers, school and community factors
play combined roles in influencing the performance of students in public day secondary schools.
In Mburus (2013) study on Effects of the Type of School Attended on Students
Academic Performance in Kericho and Kipkelion Districts, Kenya, the author concludes that
the type of school attended by students affect their performance. Those who attend public
boarding schools cannot be compared to their counterparts in public day schools. In most cases,
students in public boarding secondary schools get enough time to study and organize their
personal and academic lives compared to those in public day secondary schools. Time is a crucial
factor which influences the performance of students. For instance, students in public day
secondary schools are in most instances required by the parents to provide assistance at home
which robs them the much needed time for studies. The situation gets even worse if the learners
come from poor backgrounds and with parents with minimal knowledge on the importance of the
education of their children. Instead of allowing their children to read, some parents force their
children to accomplish daily chores at home. Additionally, the cumulative time lost while
commuting to and from home is enormous. This places learners at a disadvantaged position
because they not only fail to access vital academic resources (teachers, books, and fellow
classmates), but also waste a lot of time. Mburus (2013) study conform to Odumbe et al.s
(2015) study on student academic performance in day-secondary schools since both studies
identify the influence that the type of school attended has on student performance. In other
words, a learner is affected by the environment he/she is exposed to during learning.
According to Mburu (2015), the inputs in the educational sector should provide outputs
which are measured in terms of student achievement. However, as Odumbe et al. (2015)
emphasize, the performance of day-secondary schools may be affected by, the entry
behaviour of students, their prospects in life, and the opportunities offered by the immediate
surroundings of the school. One or a combination of these factors can encourage students to
work hard or demotivate them. Some studies show that learners drop out of school if they are

12

admitted to low performing schools (Odumbe et al., 2015). The balance between the cost of
education and income levels of families has not been steady in the past years. Population
increase has given rise to more poor households, and as the cost of education increases, such
families are finding it hard to maintain their children in school. Virtually, every social and
economic indicator shows the extreme differences between rural and urban areas in the country.
Most public day secondary schools in the country are located in rural areas where most of the
lower class people live.
Another important aspect that has been cited in literature is the need for schools to enrol a
certain number of students to form one. In most instances, this number of students may not be
achieved which makes some schools to become flexible in the cut-off marks to join form one.
Some public day secondary schools are forced to admit students with low marks in order to fill
the required number. These students may or may not improve in secondary school which is later
reflected in the KCSE performance. Some schools also lack enough resources because priority
has always been given to national schools. Such resources as teachers, learning resources, and
physical facilities have equally contributed to the poor performance in public day secondary
schools. The conclusions provided by Odumbe et al. (2015) on the reasons for poor performance
in day secondary schools include low family income, weak entry behaviour and absenteeism
of students. According to the authors, family income determines if a student stays in school all
the time without being disturbed or gets the conducive environment to study at home. Day
secondary schools also have weak entry behaviours which influence the KCSE results. Students
are also known to absent themselves when they are in day secondary schools because they can
take advantage of lack of fees or required learning resources to avoid going to school. The study
conducted by Odumbe et al. (2015) also confirm that urban and rural poor environment impact
negatively on school performance of day secondary schools while urban and rural affluent
environments enhanced performance of the day secondary schools.
Some of the recommendations made by Odumbe et al. (2015) about the student related
factors include the need for the government to strengthen the bursary schemes aimed at helping
needy students in day schools. Also, lunch programs should exist in day schools because it helps
to increase the amount of time that learners are in school. The Ministry of education should also
revise the entry behaviour of students in day secondary schools such that students admitted ought

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to have attained a minimum of 250 marks in their KCPE. Odumbe et al. (2015) also recommend
the use of remedial teaching during the weekends in order to improve the performance of
students. Teachers should also be posted to areas in rural areas with many day schools to reduce
pupil-teacher ratio. Other recommendations made by the authors include the need for
stakeholders to put schools in good environments and The Ministry of Education should
consider the need to further subsidize tuition fees in day-secondary schools, so that the students
do not absent themselves from school, going home for fees.
In a comparative study conducted by Bahadar et al. (2014), the behaviours and
performance of day scholar and border students at secondary school level was investigated. This
study was aimed at ascertaining whether students in day schools have equal opportunities and
chances to succeed in their academics compared to their boarding counterparts. Bahadar et al.
(2014) maintain that the boarding system help students to utilize resources such as textbooks and
teachers which reduces the need to provide extra coaching. However, the authors cite some of the
negative aspects of the boarding system including food problems, nostalgia, and crowdedness
because of the lack of enough boarding facilities (Bahadar et al., 2014). Despite the challenges
that boarders face, Bahadar et al. (2014) indicate that they nonetheless enjoy their studies, living,
and sports properly. For day scholars, the home environment is not suitable to study. Students
walk long distances to reach the school, sometimes in harsh weather conditions (Bahadar et al.,
2014). This claim is also mentioned by Odumbe et al. (2015) who claim that when students walk
long distances, they not only lose precious time to study, but also become fatigued thus affecting
their studies. Another significant factor mentioned by researchers regarding the home
environment is the bad company that students get while at home. The conclusions arrived at by
Bahadar et al. (2014) show that boarders enjoy more opportunities than their day school
counterparts which is reflected in the performance.
According to Jagero (2014), the problem with most day schools is that they accept
students with low marks because it only caters for students within a confined community.
Therefore, if the entry behaviour of students is not good, it will be reflected in the final results of
the KCSE. As pointed out by Jagero (2014, p. 49), ... secondary schools which admitted to form
one students with high average marks in Kenya Certificate of Primary Education performed
better in the national examinations. Teachers and head teachers noted that the performance of

14

students in day secondary schools was affected by the admission of weak students. The key idea
that the author tries to emphasize is that day secondary schools' selection is limited to nearby
primary schools especially in rural areas where students have to walk to and from school.
Therefore, there is no diversity in the admission of students to form one. Jagero (2014)
recommends that the government should change its policy, in order to provide equal opportunity
for all types of schools to select their candidates to form one. Day schools should also be given a
chance to compete with the boarding schools favourably when selecting students to form one.
Jagero (2014) also assert that improving more physical facilities to day secondary schools will
help to attract students with higher average scores in KCPE.
In a study conducted by Korir and Kipkemboi (2014) on The Impact of School
Environment and Peer Influences on Students Academic Performance in Vihiga County,
Kenya, the authors pointed out that the environment that learners are exposed to greatly
influence their performance. Also, the authors emphasize the role that peer influence has on
student performance. Korir and Kipkemboi (2014) used Albert Banduras Social Learning
Theory which considers learning as an interaction between environment, behaviour, and ones
psychological processes. Just like the home environment, the school is a social setting which
helps to shape the behaviour of learners. The school and home environment has been confirmed
to affect the academic performance of learners (Korir & Kipkemboi, 2014). By making the
school and the home environment to be conducive, learners are able to improve in their
academics. The interaction of students with bad peers at home or at school can significantly
influence their behaviour as well as their academics. Korir and Kipkemboi (2014) recommend
that principals of district public secondary schools should develop a rapport and understand the
feelings and needs of their students. The key factors of poor academic performance in day
secondary schools majorly focus on similar factors as outlined in the studies described. For
instance, the conclusion of a study conducted by Karue and Amukowa (2013, p. 92) show that in
day secondary schools, poor performance is attributed to ...lack of reading materials, chores at
home, poor lighting, bad company, lack of proper accommodation, chronic absenteeism
emanating from lack of school fees, admission of weak students at form one entry, inadequate
instructional materials and physical facilities. Generally, most of the factors influencing the
student performance in public day secondary schools are related to the environments that
learners are exposed to.

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2.2 Theoretical Framework

This study adopted the social learning theory as well as the self-efficacy theory proposed
by Albert Bandura. The theory focuses on the patterns of behaviour of the people in response to
the environmental contingencies. While some behaviour may be rewarded, others may, however,
produce unfavourable results through the process of differential reinforcement where people
select the more successful behaviour patterns. Behaviour among learners, according to the
theory, is learned through observation of the behaviour of others. The models of behaviour
within the society help to shape all the members of such a group. In the context of this study, the
social factors influencing behaviour and performance of learners included the school-related
aspects and the community-related aspects. At the core of Social Cognitive Theory are the selfefficacy beliefs, in that peoples judgements of their capabilities to organise and execute
courses of action is required in order to attain designated types of performances. Selfefficacy beliefs provide the foundation for human motivation, well-being, and personal
accomplishment. This is because unless people believe that their actions can produce the
outcomes they desire, they have little incentive to act or to persevere in the face of difficulties
(Mburu, 2013, p. 81). According to the social learning theory, ones earning process and
performance of behaviours are influenced by social contexts such as the family, the community,
and the broader society. Therefore, a combination of the environmental (social) and
psychological factors influence the behaviour of the members of the society. Teachers and
parents have a greater role to play in modelling the most appropriate behaviours among children
in order for them to become good members of the society. To a greater degree, the social learning
theory applies to students in day schools because they interact with diverse environments
specifically at home.
2.3 Conceptual Framework
In this study, it was conceptualized that the student performance was an outcome of some
interrelated factors which included school and community factors. The interaction of these
aspects plays a greater role in influencing the performance of secondary school students who
commute from home every school day. As students go through the learning process, they are
affected by two sets of factors which in turn influence the learning outcomes measured using
assessments and the results of KCSE. In Kemuntos (2013) study, some of the communityrelated factors are social class and family, parental level of education, parental involvement in

16

the education of their children, level of income of the parents, and duties performed at home. The
school-related factors include the teaching and learning resources, the type of school, the class
size, the teacher experience, and proximity of the school. This study will be based on the
conceptual framework shown in the figure below.

Table 1: The conceptual framework

DEPENDENT VARIABLES

Student academic performance

INTERVENING VARIABLES

Level of education of the parents

Family income

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3.0 CHAPTER 3
3.1 Location of the Study
This study was confined to two schools in Kericho County, Kenya, located in a rural area
but in close proximity to Kericho town. The two schools where the study took place were
Keongo Secondary School (public mixed day school) and Kericho Township Secondary school
(public mixed day school). The population comprised of secondary school students and
principals/DOS in the two schools.
3.2 Research Design
This study used a descriptive research design which entailed the description of the state
of affairs of the subjects as they actually are. This research design was suitable for this study
based on the fact that attitudes of the subjects could not be manipulated. The survey method was
used in the collection of data which was done with the help of systematic questionnaires.
3.3 Sampling Procedure
The sampling procedure employed in this study was systematic sampling method. With
this method, all members have equal opportunities of being selected. Depending on the
population size, every nth member in a listed population is selected for the study. For instance, in
this study, every 2nd, 4th, 6th... nth members was selected for the study. The samples were taken
from the girls streams as well as from boys streams. This type of sampling reduced the biasness
of the researcher which might have negatively affected the results and findings. The sample
consisted of 65 students from both schools. This sample took into account the participation of
both boys and girls from the schools.
3.4 Instrumentation
The instruments that were used in this study included questionnaires. The questionnaires
consisted of open and closed-ended questions whereby the subjects/respondents were required to
either YES/NO answers or to choose between several alternatives. Face-to-face interviews were
also used to collect data from the DOSs.

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3.5 Procedure for Collecting Data

The procedure used in collecting data was through face-to-face interviews with the DOS.
Respondents were selected using a systematic sampling procedure whereby every nth member of
the population was selected. Questionnaires were then issued to the respondents in the presence
of the researcher.
3.6 Data Analysis Techniques
The data analysis techniques which were used in the study included the use of
percentages and frequencies (Table 3 and 4). These techniques helped in transforming raw data
into more concrete information that were easily interpreted.
3.7 Data Presentation
The data presentation entailed the use of tables and pie charts. Tables were used to record
the attributes tested, the responses, frequencies, and percentages. The pie charts were used to
demonstrate the percentage of responses for any two variables.

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4.0 CHAPTER 4: RESULTS AND DISCUSSION

4.1 Results
2 schools were selected in order to participate in this study. In one school consisting of 63
form four students, 31 were randomly selected, and in another school of 69 students, 34 were
selected using the same criteria. Therefore, the total sample was 65 (See Appendix 3). The table
below shows the data obtained from the DOS for both schools. X shows the variable being
measured with A and B indicating the data from the 2 schools.
Table 2: Data on DOS questionnaire from selected schools
X
Population of students in

A
387

B
400

school
Number of Teachers
Comparison of student metrics
Population form 4 students
Number of students who

20
2014
61
6

2015
69
6

18
2014
72
9

2015
80
19

joined university
Students who obtained a grade

11

11

19

C+ and above
Mean grade KCSE

c-

c-

The DOS was also asked about other aspects regarding the contributing factors towards
the performance of the students in form 4 KCSE (See Appendix 2). From the responses, studentteacher ratio does not meet the required standards (both respondents); the major cause of
absenteeism is lack of school fees; Level of teacher qualification is adequate; the community is
supportive of the school; Teachers are motivated to teach; minimal cases of teacher absenteeism.
The major factors which contributed to the performance of students in KCSE in form 4 (See
Appendix 2) include absenteeism, distance travelled, social media, and environmental factors.
From the student questionnaire, students who prefer day school over boarding school =
43 (66.2%), those who prefer boarding schools over day schools 22 (33.8%); approximate
distance (D) from home to school D<1 Km is 25 (38.5%) D>1 Km is 40 (61.5%). Students who

20

agreed/disagreed that distance affected their studies: Agreed = 27 (41.5%) Disagreed = 38

(58.5%). Effects of community factors: Agreed = 23 (35.4%) Disagreed = 42 (64.6%). Parents
giving students a lot of work at home: Agree = 9 (13.8%) Disagreed = 56 (86.2%). Status of
parents at home: rich = insignificant, Average = 61 (90.8%) Poor = 4 (9.2%). Education level of
parents: Not educated = 24 (36.9%) Educated = 41 (63.1%). Students agree that day school is
affecting their studies: Agree = 24 (36.9%) disagree = 41 (63.1%). Rate of absence during the
term: Absent = 55 (84.6%) Present 10 (15.4%). Causes of absenteeism: Lack of school fees = 59
(90.8%) sickness = 6 (9.2%). Other issues mentioned as affecting studies included lack of
parental support, lack of commitment, lack of learning resources, weather conditions (very cold),
peer pressure, and negative attitude towards mathematics and sciences. The table below
represents the variables and corresponding frequencies for item 11 of the questionnaire (See
Appendix 2).
Table 3: Variables and corresponding frequencies for item 11 of the questionnaire
Variable (x)
Lack of school fees
peer pressure
attitudes towards math and science subjects
Distance
Challenges at home and at school
Environmental weather conditions
Lack of learning resources

Frequency (f)
11
11
7
12
1
2
3

The summary for item 1-10 is shown in the table below

21

Table 4: Summary of results according to items

Variable

Response

Frequency

Percentage

Is your academics

Yes

27

41.5%

No

38

58.5%

Yes

23

35.4%

No

42

64.6%

Yes

13.8%

No

56

86.2%

Average

61

93.8%

Poor

6.2%

Yes

24

36.9%

No

41

63.1%

Yes

55

84.6%

No

10

15.4%

affected by distance

Are there friends or

community factors
that affect your
academics
Parents give a lot of
work at home

What is the
economic status of
your parents

Parents level of
education high

Have you been

absent from school

22

Reason for absence

Yes

59

90.8%

No

9.2%

Day school

43

66.2%

Boarding school

22

33.8%

School fees

Which school do
you prefer

I prefer day school

No; 34%

Yes; 66%

Figure 1: Preference of students to day school and boarding school

23

Is your academics affected by distance

Yes; 42%
No; 59%

24

Figure 2: Effect of distance on academic performance

Are there friends or community factors that affect your academics

Yes; 35%

No; 65%

Figure 3: Effect of friends and community

Parents give a lot of work at home

Yes; 14%

No; 86%

Figure 4: Evaluation if parents give students a lot of work

25

What is the economic status of your parents

poor; 6%

Average; 94%

Figure 5: The economic status of the parents (whether they have the ability to gather for their
childrens education)
According to the response provided, average means the parents are neither rich nor poor. They
are able to sustain the daily needs of the family.

26

Parents level of education is high

Yes; 37%
No; 63%

Figure 6: Whether the Parents level of education is high or low

Have you been absent from school

No; 15%

Yes; 85%

Figure 7: If the student has been absent from school during the term when the study was carried
out

27

Reason for absence is School fees

No; 9%

Yes; 91%

Figure 8: Contribution of lack of school fees to absenteeism

4.2 Discussion
According to the results, a significant number of students prefer day schools 43 (66%)
over boarding schools 22 (34%). This shows that there are certain aspects of the home
environment which encourage students to remain in boarding schools. According to Bahadar et
al. (2014), some students get certain privileges at home such as freedom and the ability to eat
well. In measuring the aspect of distance, students do not consider it as a factor in academics. For
students whose homes are less than 1 Km, this aspect is understandable. However, for those who
travel long distances, academics is significantly affected (Mburu, 2013). This effect is
demonstrated from the percentage response 27 (41.5%) of the students. Despite the fact that a
higher number of students indicate that the distance from their home to school is more than one
kilometre, the response to the question Does distance affect your academics? shows that few
students attribute distance as an impending factor to performance (Fig 2).
Students also do not consider the community factors as having a significant influence on
their performance. The effects of friends in the community as well as other variables within the

28

community contribute only 35% effect on academics. Perhaps, students are aware that they have
to be responsible for their academics. Most students take the responsibility of controlling the
negative influence that the community might have on their academics.
Parents are beginning to realize the role that the education of their children plays. This is
demonstrated in the response to the question: Are parents giving you a lot of work at home? Only
14% of the respondents indicated that they are burdened by the work that parents give at home.
However, for majority of the respondents (86%), parents are not giving a lot of work at home.
Parents are aware that their children need time to study. The issue of the economic status in the
study was rated in terms of poor, rich, and average. According to the context of the metrics, poor
means that parents hardly meet the education needs of their children. The response was 6%. This
means that most parents have sources of income that can help them to meet the education needs
of their children. However, absenteeism is a key factor to poor academic performance (85%).
The reason for this absenteeism is lack of school fees (91%). It can therefore be inferred that the
metric about parents being average economically, does not adequately include meeting the
educational needs. Respondents were only able to judge the statement as those who can provide
the basic needs. Thus, the metric of the rich, average, and poor was not adequately
understood by the respondents. The understanding of the economic status of the parents is judged
from the major reason for the effects on academic performance which is absenteeism due to the
lack of school fees. Therefore, it can be emphasized that absenteeism related to lack of school
fees is affecting the academic performance of mixed day secondary school students. Students are
comfortable being in day schools. However, the decision by parents to take them to such schools
is correlated with their low economic status. Parents are not able to gather for the school fees of
their children which increase absenteeism. Absenteeism on the other hand affects the academic
performance of students.

29

5.0 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

5.1 Introduction
This chapter provides a summary of the findings, conclusions and the recommendations.
The summary will answer the research questions based on the results and findings. The chapter
will also conclude the findings and offer recommendations as well as suggestions for further
research.
5.2 Summary
a) What is the influence of distance travelled by day secondary schools on
performance?
Based on the study, distance travelled from home to school among students does not
contribute to poor performance. For distances less than 1 Km, students are comfortable
commuting from home to school. However, beyond this distance, issues of lateness and tiredness
become apparent. However, this issue should not be ignored because students can suffer in
silence which might affect their academics.
b) What are the student perceptions about day schools relative to the boarding
schools?
Students do not have problems with being in day schools. 43 (66%) of the respondents
indicated that performance is not influenced by enrolment in a day school. Few students (22)
perceive that boarding schools are better than day schools.
c) To what extent do day schools influence student absenteeism?
Absenteeism has been found to significantly affect the performance of the students. 55 (85%)
students claimed that being absent in school is the root cause of their academic woes. Day
schools influence absenteeism from the fact that most parents who enrol their children in such

30

categories of schools are not able to gather for the fees in boarding schools. Boarding schools are
a bit expensive compared to day schools. Students have ease of access to their homes and can
stay at home while monitoring the progress of others. They do not feel as if they are away from
school. However, the continued absenteeism translates to poor performance (Odumbe et al.,
2015).
d) What is the influence of family background on the decisions to enter day schools?
Family background has a significant influence on the decisions to enter day schools. Parents
whose socio-economic status is low tend to look for day schools near where they live so that
their children can study there. Parents who have problems gathering for the education needs of
their children find it cheaper to enrol their children in day schools. The benefit of the decision
also includes the ability of the children to go home and assist in daily chores. From the results of
the study, lack of school fees 59 (91%) contributes to poor performance. Therefore, family
background (economic status) affects the amount of time that students stay in school.
e) Are teachers motivated to teach in day schools?
According to the DOS responses, teachers are motivated to teach in day schools. These
schools are subsidized by the government and have their own motivation programs such as
remedial teaching that is paid. In reference to academics, the issue of teachers contributing to
low performance because of lack of motivation is insignificant.
5.3 Conclusions
The objective of this study was to investigate the effect that the type of secondary school
attended has on the performance of students. There are several intervening factors that can affect
the performance of mixed day secondary schools. Some of the factors include distance from
home to school, community variables, and economic status of parents, absenteeism, and
student/teacher factors such as their preference to the schools. One significant factor that is
attributed to the trend in performance in mixed day secondary schools is the lack of fees which
leads to increased absenteeism. Although such factors as distance and community factors
contribute to effect on the performance, students who are absent because of lack of school fees
lag behind and rarely do well in their KCSE.

31

5.4 Recommendations
Mixed day secondary schools in Kenya have equal chances like boarding schools to
nurture students to achieve their educational goals. However, there are key aspects associated
with day schools which put students at a disadvantaged position when compared to their
boarding counterparts. According to the study, it was found that the socio-economic status of
parents whose students are enrolled in day schools have challenges gathering for the educational
needs of their children. This leads to high absenteeism rates which translate to poor performance.
In order to address this issue, the government should re-evaluate its policy on funding public day
secondary schools. By increasing the funding of such schools, it will not only reduce
absenteeism because of lack of school fees, but will influence parents to increase enrolment rate
in such schools. Once this has been achieved, parents and stakeholders can come together to
address the issue of distance travelled by students to and from day schools. The motivation
programs that exist should continue and the government should also balance how resources
(teachers) are distributed according to the existing hierarchies of National, County, and Subcounty levels. These measures will significantly change the current trend and performance in day
schools.
5.4 Suggestions for further Research
This research has explored the major aspects that influence the performance in public day
secondary schools. The findings of the study indicate interplay between the intervening variables
in the community and the school. A key factor that was found to affect the performance of
students is the failure of parents to pay school fees. This failure is attributed to the socioeconomic status of the parents which translates to absenteeism among students. It is therefore
suggested that future research related to this issue should focus on the kind of programs that will
help students in public day secondary schools to remain in school even if the parents have not
paid fees. An investigation into this aspect will help to reduce the increased rates of absenteeism.

32

6.0 REFERENCES
Bahadar, N., Mahnaz, W., Jadoon, Sobia, & Jadoon, Sofia. (June 2014). A Comparative Analysis
of the Behaviours and Performance of Day Scholar and Boarder Students at Secondary
School Level. American Journal of Educational Research 2 (8): 600-602.
Filmer, D. & Fox, L. (2014). Youth Employment in Sub-Saharan Africa. New York. World Bank
Publications.
Heyman, J. & Cassola, A. (2012). Lessons in Educational Equality: Successful Approaches to
Intractable Problems around the World. New York. Oxford University Press, USA.
Jagero, N. (2014). Input-Output Relationship and the Quality of Education in Day Secondary
Schools in Kenya. International Journal of Community and Corporative Studies. 1 (2):
42-50.
Karue, N. Amukowa, W. (2013). Analysis of factors that lead to poor performance in Kenya
Certificate of secondary examination in Embu District in Kenya. The International
Journal of Social Sciences. 13 (1): 92-108.
Kemunto, N. H. (2013). A study of the factors affecting academic performance of girls in mixed
day public secondary schools in Nyamira district, Nyamira County, Kenya. Retrieved
from http://cees.uonbi.ac.ke/sites/default/files/cees/HYLINE%20PROJECT.pdf
Korir, D. K. & Kipkemboi, F. (2014). The Impact of School Environment and Peer Influences on
Students Academic Performance in Vihiga County, Kenya. International Journal of
Humanities and Social Science. 4 (5): 240-251.
Mburu, D. N. P. (2013). Effects of the type of school attended on student academic performance
in Kericho and Kipkelion districts, Kenya. International Journal of Humanities and
Social Science. 3 (4): 79-90.
Murage, B. C. (2015). Influence of Type of Parenthood on Academic Performance of Day
Schools: Nakuru Municipality, Kenya. Nairobi. Omniscriptum Gmbh & Company.

33

Odumbe, G. A., Simatwa, E. M. W. & Ayodo, T. M. O. (2015). Factors Influencing Student

Academic Performance in Day-Secondary Schools in Kenya. A Case Study of Migori
Sub county. Greener Journal of Educational Research. Web.

34

Appendix 1: Student Questionnaire

Dear student,
My name is Hillary Ngetich. I am doing a research on The Influence of Day-Schooling on
Student Performance among Secondary School Students. The data that I will collect from you
will be treated with a lot of confidentiality. Please be honest as you provide responses to the
questions asked.
STUDENT NUMBER (Eg 3rd, 5th....)
Tick where appropriate
1.

2.

3.

4.

5.

6.

7.

8.

9.

Indicate the type of school you prefer to study in

Day school
Boarding school
What is the approximate distance from your home to school?
Less than 1 Km
More than 1 Km
Is your academic performance in school affected by distance?
Yes
No
Do you have friends in the community who might be affecting your studies?
Yes
No
Are parents/guardians giving you a lot of work at home?
Yes
No
What is the status of your parents/guardians in terms of income
Rich
Average
Poor
My parents are:
Not educated
Educated
Do you believe that attending a day school is affecting your studies?
Yes
No
Have you been absent from school this term?
Yes

35

No
10. What is the reason for your being absent from school?
Lack of school fees
Sickness
Other (specify) ..
11. In general, what do you believe is affecting your performance in school?

36

Appendix 2: Principal/DOS Questionnaire

Dear Sir/Madam,
My name is Hillary Ngetich. I am carrying out a research on The influence of Day-Schooling
on the Performance of Secondary School Students. Your responses to this questionnaire will be
treated with a lot of confidentiality. Please be honest as you fill the questionnaire.
Principal/DOS
School
1.

Please provide me with the following data

Population of the students in the school .
Number of teachers in the school
Population of form 4 students 2014 .. 2015 ..
Number of students who joined university 2014 .. 2015 ..
Students who obtained a grade of C+ and above 2014 .. 2015
Mean grade of the students in KCSE
2014 . 2015 .

Please tick/fill where appropriate

1.

2.

3.

4.

5.

6.
7.

Is the student-teacher ratio meeting the required standards?

Yes
No
What is the major cause of absenteeism of students in your school?
Lack of school fees
Sickness
Other (specify)
Please rate the teachers in terms of qualifications and their teaching methods
Proficient
Average
Not proficient
Is the community supportive to the school?
Yes
No.
Are teachers motivated to teach?
Yes
No.
Are there cases of teacher absenteeism? (a) Yes
(b) No
Generally, what do you believe is affecting the performance of students in their KCSE?

37

38

Appendix 3: Number of Students Sampled In the Two Schools and Results

TOTAL IN THE COHORT 127
SAMPLED 65
Tick where appropriate
1.

Indicate the type of school you prefer to study in

I.

Day school 43

ii.

Boarding school 22

2.

What is the approximate distance from your home to school?

I.

Less than 1 Km 25

ii.

More than 1 Km 40

3.

Is your academic performance in school affected by distance?

I.

Yes 27

ii.

No 39

4.

Do you have friends in the community who might be affecting your studies?

I.

Yes 23

ii.

No 42

5.

Are parents/guardians giving you a lot of work at home?

I.

Yes 9

ii.

No 56

6.

What is the status of your parents/guardians in terms of income

39

I.

Rich nil

ii.

Average 61

iii.

Poor 4

7.

My parents are:

I.

Not educated 31

ii.

Educated 34

8.

Do you believe that attending a day school is affecting your studies?

I.

Yes 41

ii.

No 24

9.

Have you been absent from school this term?

I.

Yes 51

ii.

No 14

10.

What is the reason for your being absent from school?

I.

Lack of school fees 59

ii.

Sickness 6

iii.

Other (specify) nil..

11.

In general, what do you believe is affecting your performance in school?

Frequencies
Lack of school fees (20)
Peer pressure (19)
Attitudes towards math and science subjects (8)

40

Distance from home to school (8)

Lack of support from the parents (3)
Environmental weather conditions (2)
Lack of learning resource (3)

41

List of tables and Figures

Table 1: Data on DOS questionnaire from selected schools
Table 5: Variables and corresponding frequencies for item 11 of the questionnaire
Table 3: Summary of results according to items
Figure 3: Preference of students to day school and boarding school
Figure 3: Effect of friends and community
Figure 2: Effect of distance on academic performance
Figure 4: Evaluation if parents give students a lot of work
Figure 5: The economic status of the parents (whether they have the ability to gather for their
childrens education)
Figure 6: Whether the Parents level of education is high or low
Figure 7: If the student has been absent from school during the term when the study was carried
out
Figure 8: Contribution of lack of school fees to absenteeism