Effects of Core Competence on Academic Performance in ... jomo Kenyatta University Of Agriculture, Kenya

  • View

  • Download

Embed Size (px)

Text of Effects of Core Competence on Academic Performance in ... jomo Kenyatta University Of Agriculture,...

  • Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-9, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

    Imperial Journal of Interdisciplinary Research (IJIR) Page 238

    Effects of Core Competence on Academic Performance in Secondary Schools: Case of National

    and County Schools in Bomet County, Kenya.

    David Kipkorir Kirui1, Dr Bichanga Okibo2 & Dr. Wallace Nyakundi Atambo3

    1,2,3jomo Kenyatta University Of Agriculture, Kenya.

    Abstract: This research project sought to find out the effects of core competence on academic performance in secondary schools as exemplified by National and County schools in Bomet County; Kenya. Majority of students and schools have performed dismally in Kenya Certificate of Secondary Education examinations. Schools are endowed with both tangible and intangible resources. Tangible assets refer to fixed and current assets of organization that have a fixed long run capacity for example plant, equipment, land, other capital goods, stocks and bank deposits. Resources are factors that a school possess, both physical and non-physical that it uses to benefit the students such as meeting their needs. However, despite the existence of these tangible resources schools have continued to perform differently in National Examinations. In this research project core competence was examined in relation to academic performance in National and County schools in Bomet County. Two National schools, namely: Tenwek Boys and Kaplong Girls and two County schools, Merigi and Ngariets were purposively selected for this study. The target population for this study consisted of all the 125 teachers in the two National and the two County schools in Bomet County. This research project adopted purposive sampling technique. A sample of 56 teachers from the four schools formed the sample size. Data was collected using questionnaires as per the objectives of the study. The questionnaires had closed ended and open ended structured questions. The questionnaires were pilot tested to a sample eight teachers representing a head teacher, a deputy head teacher, three Heads of Department (H.O.Ds) and three teachers. The actual sample was not used for piloting. This piloting was used to determine the validity and reliability of the research instruments. The data collected was analyzed using qualitative and quantitative techniques. Qualitative data was analyzed thematically based on research objectives .The researcher used SPSS 17.0 to determine the reliability of the research instruments. Cronbach’s

    Alpha coefficient was run using SPSS 17.0 and yielded the following results, 0.961 for core competence, 0.971 for core competence shared vision and 0.933 for core competence empowerment. Cronbach’s Alpha coefficient of 0.90 and above is considered excellent. Spreadsheet was used to insert charts for the results obtained from the respondents. The study found that over 70, 60 and 60 percent of the respondents considered core competence – shared vision, co-operation and empowerment respectively as key towards academic performance. Data was presented in frequency, percentages, and charts and cross tabulations. The study added new knowledge to the existing body of knowledge on the importance of core competence in education service industry. In addition, the research findings could help educators to understand the significance of core competence on academic performance and how resources are prioritized to improve student performance in National Examinations. Core competence was found to have had positive effects on academic performance of secondary schools.

    Key words: Core competence, shared vision, cooperative effort, empowerment, tangible assets, resources, National examination, capabilities.


    1.0 Introduction This section discusses the background of

    the study, Bomet County, National and County schools in Bomet County ,statement of the problem, purpose of the study, research objectives, research questions, justification ,limitations ,delimitation ,scope , assumptions of the study ,theoretical framework and conceptual framework.

    http://www.onlinejournal.in/ http://www.onlinejournal.in/

  • Imperial Journal of Interdisciplinary Research (IJIR) Vol-2, Issue-9, 2016 ISSN: 2454-1362, http://www.onlinejournal.in

    Imperial Journal of Interdisciplinary Research (IJIR) Page 239

    1.1 Background of the study. The Dakar Framework for Action

    (UNESCO, 2000, p.8) states that Education is a fundamental human right. It is a key to sustainable development, peace and stability within and among countries, thus an indispensable means for effective participation in the societies and economies of the twenty first century, which are affected by rapid globalization.

    In the meeting that was held in Dakar, Senegal, on April 2000, during the World Education Forum, the following were commitments to the achievement of education for all (EFA) goals. That is to; expand and improve comprehensive early childhood care and education ,especially for the most vulnerable and disadvantaged children; ensure that by 2015 all children particularly girls, the disadvantaged and the marginalized access and complete free and compulsory primary education; ensure that learning requirements of all young people and adults are met through equitable distribution and access to appropriate learning and life skills programmes; achieve a 50 percent improvement at all levels of the adult literacy by 2015, especially for women and equitable access to basic and continuing adults education; to eliminate gender inequalities in primary and secondary education by 2005 and achieve gender equity by 2015 with a focus to ensuring that girls get full and equal access to and achieve good quality basic education. Lastly, improve all aspects of the quality of education and ensure excellence for all so that recognized and measurable learning outcomes are achieved in literacy, numeracy and essential life skills. In my view the establishment of Kenya Education Management Institute (K.E.M.I) to train and build capacity of education managers so as to ensure quick attainment of EFA goals of equality ,quality ,access ,equity, retention and improved transition rates of 70 percent from primary to secondary school is an important government move. In my opinion, capacity building of education managers has been done in an ad hoc manner in the past.

    In its Session Paper No 1, 2005 on Policy Framework for Education, Training and Research (p. 23), the Ministry of Basic Education set the overall goal of education as to achieve Education for All (EFA) by 2015 as to be in tandem with the national and international commitments. Nevertheless, the short term goal of the sector was to attain Universal Primary Education (UPE) by 2005. Therefore, the Ministry set the following specific targets; to attain UPE by 2005 and EFA by 2015; to achieve a transition rate of 70 percent

    from primary to secondary school level from the rate at that time of 47 percent, paying special attention to girls education by 2008 without adversely affecting the boy child; to enhance access, equality and quality in primary and secondary education through capacity building for 45,000 managers by 2005, and to Construct or renovate infrastructure in public learning institutions in disadvantaged areas particularly in Arid and Semi Arid lands (ASAL) and urban slum by 2008.

    Secondary education in Kenya takes four years to complete leading to the award of Kenya Certificate of Secondary Education (KCSE). In 2008, Free Day Secondary Education (FDSE) was introduced as stipulated in the Kenya Education Sector Support Programme (KESSP), which was launched in July 2005. The government committed itself to ensuring that free education went beyond primary school. In its plan, the Free Day Secondary Education plan (2005-2011), the per capita grant for each student is Kshs. 10,265 per year. All the schools are assumed to have basic infrastructure such as classrooms and other learning resources which are tangible assets and that the schools are provided with teachers by the government, even though there is still serious understaffing. In addition, every school that is allowed to operate has to be assessed by the Ministry of Education, Quality Assurance and Standards Officers to ascertain the existence of these basic tangible assets. (www.kenyalaw.org )

    However, despite the government providing the capitation grant of Kshs. 10,265 per student per year and the parents paying fees which vary from school to school, the performance in national examination has always shown a lot of disparities. Some schools perform highly while others dismally leading to high wastage. Therefore, the necessity of this research project was to explore the effects of intangible assets specifically school reputation, organizational structure and core competencies on the academic performance among national schools, in Bomet County.

    The academic performance is the extent to which individual students and schools have achieved educational goals, usually measured by examinations or continuous assessment test. In Kenya the education system is 8-4-4 whereby pupils spent eight years in primary and sit for final examination called Kenya Certificate of Primary Education (K.C.P.E), four years in secondary where they sit for an examination called Kenya Certificate of Secondary Education (K.C.S.E) and four years University Education. K.C.S.E is graded on a 1-12 points scale, from the lowest grade E t


View more >