Abstract:
The attainment of students set academic targets is an area of concern toeducational planners and consumers worldwide.In the recent past, public secondary schools in Trans-Nzoia County have failed to attain set targets in Kenya Certificate of Secondary Education (KCSE).This study sought to determine the relationship betweenindespensable school-based factors and the attainment oftargets at KCSE.The objectives of this study were: To evaluatethe relationship betweenthe Principals’ instructional supervisory roles and the attainment of targets at KCSE;To assessthe relationship between teachers’competencies and the attainment of targets at KCSE; To appraise the relationship between student’s self-efficacies and the attainment of targets at KCSE; and to examine the relationship between parents involvement in school academic programs and the attainment of targets atKCSE. The study was anchored on education production function theory and complemented with correlation survey research design. The target population of the study was 101 principals, 101 Directors of studies, 101 chairpersons of Parents Association, and 224 form three class-prefects. The study used stratified sampling,single random sampling, and purposive sampling techniques in selecting a sample size of 35 principals, 35 directors of studies, 35 chairpersons of parents association, and 142 form three class-prefects from the target population. Questionnaires were used to collect data from principals, Director of studiesand form-three class prefects whereas interview scheduleshelped elicit resopnses from chairpersons of Parents Association. Document analysis assisted in eliciting categorical data.Validity of data collection instruments was ascertained by experts from the School of Education, while reliability was determined using Cronbach’s alpha.A coefficient of 0.78 was obtained and termed acceptable.Qualitative and quantitative data was collected. Quantitative data was analyzed using descriptive statistics which included frequencies,Mean, Standard deviation and percentages. Qualitative data was captured thematically in line with the research objectives.A chi-square test of independence was used to ascertainthe possibility of an existing relationship between variables in the study.The findings of the study indicated a strong positive correlation (p=0.046<0.05)) between school-based factors and the attainment of targets at KCSE.The results indicated thatthe attainment of KCSE targets could be predicted by the studied school-based factors at 67% extent. The study concluded that a change in unit of school-based factors is likely to have a positive association with the attainment of academic targets at KCSE.The study recommendsthat the Ministry of Education shouldequip principals with progressive pre-supervision skills, enhance teachers' soft and formative competencies, improve the school learning environment thatignitesstudents’ self-efficacies, and encourageparents to proactively support academic programs financially.The findings of the study may be useful to educational consumers and policy planners in developing policies and strategies that will enhance the attainment of set academic atrgets at KCSE to a great extent in Trans-Nzoia County and the entire country, Kenya.
