Effects of Core Competence on Academic Performance in ... · jomo Kenyatta University Of Agriculture, Kenya. Abstract: This research project sought to find out the effects of core

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.

INTRODUCTION AND BACKGROUND OF THE STUDY

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.

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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 to



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the highest grade A respectively. The results are usually released by the Minister for Education in February each year. The schools are normally ranked showing the best performing schools and students. Occasionally, the bottom schools are indicated in the print media. Though the best schools and students celebrate, the statistics from Kenya Examination Council paint a gloomy picture for the majority of the schools and the students. For

example, in 2010 K.C.S.E, which was sat by 357,488 candidates, only 27 percent obtained mean grade of C+ (Plus) and above, which is considered a minimum University entry bench mark.(www.knec.ac.ke) Table 1 shows percentage per grade for students of Bomet County K.C.S.E from 2009 – 2011.

Table 1 : Percentage Per Grade For Students Of Bomet County K.C.S.E-2009-2011

Year Entry A A- B+ B B- C+ C C- D+ D D- E 2011 8263 0.2178 1.88 4.04 6.59 5.01 11.25 13.34 15.17 16.01 14.02 6.98 0.55 2010 7019 0.113 1.73 3.80 6.25 8.20 10.44 12.18 16.49 16.81 14.47 7.32 0.55 2009 6737 0.044 0.63 2.33 4.17 6.59 9.02 12.79 15.39 17.50 14.93 9.61 1.00

In 2010 K.C.S.E, 2,146 candidates obtained C + out of the total candidature of 7,019 representing 30.57 percent. The wastage rate (D, D- and E) was 1,569, which represents 22.54 percent. It is not clear why the poor performance in academics. The Resource Based View (RBV), which underpins this applied research project, is a strategic theory for understanding why some firms/schools outperform others. 1.2. Bomet County

Bomet County is one of the 47 counties as enshrined in the new constitution. It is located in the former Rift Valley province. It also borders the following counties: Kericho to the North and North East, Narok to the South East, South and South West and Nyamira to the North West. Bomet

County consists of four districts namely; Bomet, Chepalungu, Konoin and Sotik, (www.kenyampya.com) (See figure 1)

There are 30 schools registered to do Kenya certificate of secondary examination in Sotik district, 56 schools in Bomet district, 30 in Konoin district and 25 schools in Chepalungu giving a total of 141 secondary schools. Of the 141 secondary schools two are national schools, (Tenwek boys and Kaplong girls). The rest are County and District schools and few private ones. The performance in K.C.S.E of each district has been oscillating between 4.5 and 5.9 in the past three years (2009, 2010, and 2011), this is below average. Table 2 shows Bomet County and district’s performance since 2009.

Figure 1. Map of Bomet County

Source: www.iebc.go.ke



http://www.knec.ac.ke/

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Table 2 : Bomet County and District’s Performance Since 2009. Year Entry District. A A- B+ B B- C+ C C- D+ D D- E X Y Z M.SCORE 2011 1632 Chepalungu 1 28 70 147 166 227 265 253 259 169 45 2 0 0 0 5.9740 1166 Konoin 0 11 34 70 84 126 148 189 178 179 101 9 8 0 0 5.1424 3381 Bomet 11 88 144 197 296 370 415 490 519 506 271 25 12 2 3 4.951 2084 Sotik 6 29 88 131 163 207 275 322 367 305 160 10 6 0 0 5.418 Total 8263 Bomet

County 18 156 336 545 414 930 1103 1254 1323 1159 577 46 26 2 3 5.37135

2010 1544 Chepalungu 4 26 65 115 145 168 137 262 257 186 74 5 5 0 0 5.26 994 Konoin 0 3 21 43 65 105 147 170 163 169 113 8 9 2 1 4.890 2696 Bomet 0 50 100 159 234 273 355 456 449 385 201 14 17 0 1 4.888 1785 Sotik 4 43 81 122 132 187 216 270 311 276 126 12 5 - - 5.5 Total 7019 Bomet

County 8 122 267 439 576 733 855 1158 1180 1016 514 39 36 2 2 5.1345

2009 1584 Chepalungu 0 20 46 87 130 141 211 255 290 288 110 6 8 0 1 4.79 979 Konoin 0 3 15 21 47 62 101 150 215 199 137 25 3 0 1 4.208 2488 Bomet 2 13 72 126 180 261 351 368 370 189 230 21 8 4 1 4.630 1686 Sotik 1 7 34 47 87 144 199 264 304 330 171 16 2 79 1 4.759

Total 6737 Bomet County

3 43 167 281 444 608 862 1037 1179 1006 648 68 21 83 4 4.59675

Source: Generated From Records Obtained From Deo’s Offices By Researcher (Kirui D.K. 2013)

In reference to this table the total number of students and the percentage of quality grades for direct entry to university through joint admission board were as follows:- B+ and above was 213 students (2009), 397, ( 2010) and 610 (2011) which represents 3.166,5.656 and 7.382 percent for the three years, respectively.

The total number of students who have obtained a mean grade of A plain in Bomet County in the last three years are 29 out of a total candidature of twenty two thousand and nineteen ( 22,019) representing 0.1317 percent ,which is very low. The greatest challenge among schools has been to produce students with A plain.

1.3 National and County Schools in Bomet County.

In 2011 the Ministry of education upgraded 30 provincial schools to national status. In Bomet County, two schools were selected: Tenwek boys and Kaplong girls. They met guidelines developed by the Ministry of Education, such as good performance over time. The two schools have been performing well and they have produced students with grade A. Table 3 shows the schools that have produced A grade students in KCSE since 2009. Table 3 indicates the schools that have produced A grade students in KCSE since 2009 in Bomet County.

Table 3 : Schools That Have Produced A Grade Students In K.C.S.E Since 2009.

S.No Name Of School 2011 2010 2009 Total 1 Tenwek Boys 10 0 2 12 2 Kaplong Girls 5 4 Y 9 3 Moi Siongiroi Girls 1 4 0 5 4 Kaplong Boys 1 0 1 2 5 Longisa Boys 1 0 0 1

Total 18 8 3 29 Source: Generated From Records Obtained from Deo’s Offices By Researcher (Kirui D.K. 2013)

However despite that these two schools

have been performing well, they have not matched the best performed national and provincial schools such as Maranda High school. The County schools

are the former Provincial schools .Many of these schools are the old schools that were started immediately after independence and generally endowed with physical resources. However many





of them are under performing .Two schools namely Merigi and Ngariet have been performing dismally.

Table 4 indicate the performance of the two county schools in KCSE from 2009 to 2011

Table 4 : Performance Of The Two County Schools In KCSE From 2009 To 2011 Year Entry A A- B+ B B- C+ C C- D+ D D- E X Y Z W M.G

2009 98 0 0 1 1 0 8 10 11 19 30 16 2 0 0 0 0 3.98 Merigi 2010 74 0 0 0 1 1 6 6 15 11 20 13 1 0 0 0 4.067 2011 93 0 0 0 0 8 15 15 14 20 19 2 0 0 0 2 4.054 2009 193 0 0 4 4 11 9 16 20 34 53 38 3 0 0 0 4.28 Ngariet 2010 212 0 0 2 5 12 17 20 41 44 49 19 2 1 0 0 4.588 2011 258 0 0 4 4 6 16 24 47 50 64 37 2 1 0 0 3 4.19 Source: Generated From Records Obtained from DEO’s Offices By Researcher (Kirui D.K. 2013)

From the foregoing the performances of many schools have been below average and therefore the need to assess the impact of intangible assets on academic performance of secondary schools in Bomet County.

1.4: Statement of the problem

Globally, secondary schools have been accommodating almost 100 million more students each decade with the greatest number growing by 60 percent between 1990 -2009. But the supply is dwarfed by demand as more countries approach Universal Primary Education. Progress towards achieving Universal Primary Education and the rapidly changing needs and requirements of a modern society and economy had led to growing demand for secondary education in all regions of the world. The most notable increases during 1999-2009 occurred in sub-Saharan Africa where the Gross Enrolment Rate (G.E.R) for lower secondary rose from 28 percent to 43 percent. Despite, significant improvement in access to secondary education 21.6 million in Africa and 14.1 million in East Asia and the Pacific of lower secondary school age children were out of school (http//www.unesco.org.).

The global picture was no different from the Kenyans perspective because there was also drop out and wastage of students from one level of education ladder to another. In the Kenyan context, beyond the celebrations of the best performing schools and students statistics released by Kenya National Examination Council mirrors a gloomy image.

In the year 2011 KCSE results, there were 411,783 candidates that sat the examination. The number of candidates that scored C+ and above were 119,658 with 1,930 scoring grade A. and 9,063 scored grade A-. Over the years certain schools have always emerged the best. Such schools have become household names. Topping

the list has been Maranda High school (2011, mean score.11.281) Alliance Boys High. (2010, mean score 11.257) (www.knec.ac.ke.) and Alliance High (2009 mean score 10.9410), ( www.knec.ac.ke ) All the top ten ranked schools in 2011 were either the original national schools or the ones that were recently upgraded by the government to national status. Although schools are not endowed with similar resources, no school can be allowed to operate legally without undergoing rigorous assessment by the Ministry of Education Quality Assurance and Standards personnel, who check among others the physical, structural and human resources (www.kenyalaw.org )

However, since independence there had been 18 National schools that were meant to cater for the children of the colonialist. These schools have always picked the best pupils in Kenya Certificate of Primary Education. They also have first-class facilities. In 2011 the government elevated 30 provincial schools to national status. The schools were selected from different counties and each received Ksh.25 million for infrastructure upgrading and be ready to take more students in 2012. Two schools were upgraded in Bomet County namely; Tenwek boys and Kaplong girls. The Ministry of Education developed guiding criteria to identify the schools to be upgraded which include; the performance of the school over time, basic amenities and communication network, equity in terms of geographical spread, gender parity and affirmative action.

From the foregoing, there are disparities in performance among schools in Kenya. The problem is that many of the students have been performing dismally in K.C.S.E. Many of the students have not obtained good grades to enable them proceed to university or to tertiary institutions of higher learning. The government has invested heavily in employment of teachers, ( though most schools are still understaffed), provided capitation





of Kshs. 10,265 per student per year, provided bursary schemes for the bright needy students and the construction of the physical facilities in schools. These were some of the efforts that the government had done to address this problem of dismal performance by many students in national examinations. Yet, the problem still persists. For example, in 2011 K.C.S.E results, the number of students who obtained grade D, D- and E were 1,569, which represent 22.54 percent of the total candidature in Bomet County. While there could be many other factors that contribute to poor academic performance, intangible assets may contribute to poor academic performance; hence the need for this study.

1.6 Research objectives

i. To find out the effects of core competency on academic performance of secondary schools in Bomet County.

ii. To find out the effects of shared vision as a core competence on academic performance of secondary schools in Bomet County.

iii. To establish the effects of shared vision as a core competence on academic performance of secondary schools in Bomet County.

iv. To find out the effects of core competence – co-operation on the academic performance of secondary schools in Bomet County.

1.11: Scope of the study

The research study examined the effects of intangible assets on academic performance in two National schools namely; Tenwek boys and Kaplong girls and two County schools that had been doing poorly in National Examinations namely: Merigi and Ngariet secondary schools. These schools are located in Bomet County.

LITERATURE REVIEW

2.0 INTRODUCTION This section discusses the empirical

review on the effects of core competence on the academic performance of secondary schools. In this context national school in Bomet County, Kenya.

2.1 EMPIRICAL REVIEW 2.1.1 CORE COMPETENCY AND PERFORMANCE Sanchez and Heene (1997) argue that core competence are usually the result of collective learning’’ processes and are manifested in business activities and processes.

Tampoe (1994) discusses the theories of core competencies creating an advantage. He argues that to be core competent, it must be essential to incorporate survival tactics, which are invisible to competitors, difficult to imitate, unique to the corporation, a mix of skills, resources and processes sustainable over time and greater than the competence of an individual, but essential to the development of core products, strategic vision and decision of the organization, which is marketable and commercially valuable and few in number. Tampoe (1994) posits that core competencies are ‘the technical sub- system of an organization and therefore embedded within its production and management process’

Klein and Hisicks (1994), outline various techniques for use in competence analysis and strategy formulation. One technique is skills mapping which assists an organization in identifying key skills. A second technique is skill cluster which assists the organization see how skills are clustered and therefore suggest a constellation of skills which would constitute core competences. They consider a competence to be aggregated asset and a skill is a subpart of competence. The first step in skill mapping is to identify skills by examining the organizational structure through interviews, those easily evident from products or services and those evident to customers or market watchers. The second step is to benchmark against competitors. The final step is to determine which ones the organization considers important. They are ranked and the highest ranked skills are chosen. In skill cluster analysis, opportunity matrixes are used to indicate which products require which skills and are associated with each other in a number of products. These are core competences. Barney (1997), suggests the use of VRIO-value, rarity, inimitability and organization framework. Hitt and Ireland (1986) on the other hand, completed a study of 185 individual firms in Fortune 1000 to examine the relationship between corporate level distinctive competencies and performance across time using different corporate structures. The corporate level distinctive competences and performance relationships were found to vary by type of





diversification strategy but not by type of corporate structure.

2.1.6 SUMMARY OF LITERATURE REVIEW

Based on the reviewed literatures, academic performance of students in national examinations is influenced by many factors within the learning institutions and even external factors. Learner moderation, socio-cultural and socio-economic backgrounds, institutional enrolment, infrastructure, teacher motivation and parental education interaction have an influence on the academic performance at secondary schools.

The intangible assets including tacit knowledge of teachers, teacher experience, organizational culture, organizational structure, core competences on the school learning processes, teacher pedagogical skills and the school leadership styles impact on the learning outcomes at Kenya Certificate of Secondary education.

2.1.7 KNOWLEDGE GAP.

The literature revealed some critical gap in research carried out on the effects of core competence on academic performance. The researcher did not come across any studies on core competences and how they impact on academic performance in relation to education providers, in particular national secondary schools. Past researches have examined intangible assets and firm performance in relation to profit making businesses. Therefore, this research project sought knowledge on the effects of core competence on academic performance in Secondary schools.

RESEARCH DESIGN AND METHODOLOGY

3.0: INTRODUCTION This chapter presents the research

methodology that was used for the study. This chapter entailed research design, research site, target population, sample size, sampling techniques, data collection instruments, pilot testing, validity and reliability of the instruments of measurement, methods of data collection and data analysis methods. 3.1: RESEARCH DESIGN.

This research adopted exploratory research design of cross sectional type. According to Jupp, (2006), exploratory research design is a methodological approach that is primarily

concerned with discovery and generating or building a theory. The exploratory study is aimed at generating possible explanations as to what are the actual effects of intangible assets on academic performance in secondary schools. Cross - sectional survey is any collection of data from a sample of individuals or groups at a particular point in time as a basis for inferring the characteristics of the population from which the sample comes from (Wentling, 2006).

3.2 RESEARCH SITE. The researcher selected two national schools namely: Tenwek Boys’ and Kaplong Girls’ Secondary schools and two County schools namely: Merigi and Ngariet secondary schools in Bomet County. Tenwek Boys’ high school is a three streamed school and the leading school in the County in K.C.S.E examination. In 2011, they had a mean score of 9.444 and was the leading school in Bomet county. Kaplong Girls’ which was also a three streamed school has also been performing well. In 2011, the school had a mean score of 8.9. Besides, the two were the only national schools in Bomet County which were recently upgraded by the Ministry of Education to National status in 2012. Similarly two County schools that have been performing poorly have been purposely selected. These were Merigi and Ngariet secondary schools. Therefore, the four schools were justifiably chosen by the researcher to study the effects of core comptence on academic performance in secondary schools; a case of National and County schools in Bomet County because they were within the reach of the researcher and their performances in national examinations. 3.3 TARGET POPULATION.

A population is an entire group of individuals, events or objects having common characteristics that conform to a specification (Mugenda & Mugenda, (2003). In this study, the target population consisted of all the teachers in the two national and county schools in Bomet County, which sums up to 125 secondary teachers. 3.4 SAMPLE SIZE.

The researcher took into consideration the following factors when determining the sample size; variability in relation to costs estimates, time required accuracy and the confidence with which the overview to the population was made.





(Mugenda, & Mugenda, 2003). The sample comprised 56 teachers from the four schools as follows; 4 head teachers, 4 deputies, 20 heads of departments that is one for languages, mathematics, sciences, humanities and technical subjects and 28 maximum of seven teachers per school from among

the following subjects for English, Kiswahili, Mathematics, Biology, Chemistry, Physics, History, C.R.E, Geography, Agriculture, Business Studies and any group five subject. Table 5 Shows the target population and sample size of this study.

Table 5 : Target Population and Sample Size. Schools Target Population Sample Size National schools 71 28 County schools 54 28 Total 125 56

A sample is considered to be a

representative of a population when N is equal to or greater than 30 whereby N is the number of respondents. (Sharma,1997). It is assumed that the sample size will represent every category of interest in the study.

3.5 SAMPLING TECHNIQUE

Sampling is the procedure by which elements of population are selected as the representatives of the total population of the study (Kombo & Tromp, 2006). The population includes all elements that meet certain criteria for inclusion in the study, (Burns, & Grove, (2003).This study was carried out using purposive sampling method. Purposive sampling method is particularly relevant when exploring the universe and understanding the audience. This is because it is used with a small number of individuals/groups which may as well be sufficient for understanding human perception, problems, needs, behaviors and contexts which are main justifications for a qualitative audience research. The power of purposive sampling lies in selecting information with rich cases for in-depth analysis related to the central issues being studied.

In this study, the researcher explored the effects that intangible assets have on academic performance; a case of national and County schools in Bomet County, with only two national schools namely; Tenwek Boys’ and Kaplong Girls’ Secondary schools. The two County schools selected were Merigi and Ngariet. The head teacher, the heads of departments and teachers were the units of this analysis.

3.6 PROCEDURES OF DATA COLLECTION 3.6.1 DATA COLLECTION INSTRUMENTS

The data collection instruments included questionnaires for all the categories of respondents,

namely the head teacher, heads of departments and teachers selected for the study, which are based on the objectives of the study. Section A collected information on general data, Section B collected data on the effects of core competency on the school academic performance. The questionnaires contained open ended and closed ended structured questions. Closed ended questions was presented on a Likert Scale. Questionnaires were preferred for collecting data from the respondents because they individually recorded and interpret ed those instruments.

3.6.2 PILOT TESTING

The finalized questionnaire was tried out in the field where they were presented to a sample of 8 teachers who were at Koiwa boys in Bomet County. The eight teachers were purposively selected to include the deputy head teacher, three heads of department and three teachers. According to Mugenda and Mugenda, (2003, pg 79) the number of cases in the pretest should not be very large, normally between 1percent and 10 percent depending on the sample size. Thus in this case out of the 125 teachers in the actual sample 10 percent represents 8. It was important that pre-test was done so as to enhance the validity of the instrument. Comments made by respondents would improve the questionnaire and the deficiencies in the questionnaires would be corrected so as to improve them. The researcher analyzed the few questionnaires in the pretest to see if the methods of analysis were appropriate. Therefore, pre-testing helped to enhance reliability of the instruments. The respondents were requested to give comments and suggestions about the clarity of the instruments. Pre-testing the questionnaire was very useful as to make sure that the questionnaires were clear and well understood by the respondents and that there were no inconsistencies in the meaning or order of questions that might be ambiguous.





(Fowler 2009, p.g79). Pre-testing was also useful in identifying new issues of importance to the respondents and to find out how much time the administering of the questionnaires will took, thus helped to plan the following field trip (Farnham, 2000).

3.6.3 VALIDITY OF RESEARCH INSTRUMENTS

Validity is concerned with establishing whether the questionnaires content is measuring what is supposed to measure. Validity in this case is the degree to which empirical measure or several measures of the concept accurately measure the concept. For the purpose of this study, a panel of three lecturers competent in strategic management was requested to assess the relevance of the content used in the questionnaires developed. They examined the questionnaires individually and provided feedback and the recommendation was integrated in the final questionnaires. Validity is concerned with whether findings are really about what they appear to be about (Saunders et al, 2000). However, there are threats to validity such as history, instrumentation, testing and ambiguity about Causal direction. .

3.6.4 RELIABILITY OF THE MEASUREMENT

Reliability is a measurement of the degree to which research instruments yield consistent results of data after repeated trials (Mugenda & Mugenda, 2003, P.99). In this research to minimize random errors and increase the reliability of data, a Cronbach’s Alpha coefficient was computed using SPSS 17.0 and the findings were above .90 which is considered excellent for all the independent variables

3.7 Methods of data collection.

Primary data was collected through questionnaires. Primary data gave the true picture of the situation at hand compared to secondary data that may not be accurate. The questionnaires were hand delivered to the respondents and collected after one week .The letter of transmittal or cover letter accompanied every questionnaire to explain the purpose of the study, importance of the study and assurance of confidentiality of the information collected thereof. A telephone call was made to the respondent for any clarifications to be made on the collected data.

3.8: DATA ANALYSIS METHODS.

Data was analyzed using qualitative and quantitative techniques. The researcher used SPSS 17.0 to determine Cronbach’s alpha coefficient and excel spread sheets software to draw charts on the quantitative data to get descriptive statistics, frequency, percentages column charts and cross tabulation. Descriptive statistics was used to present the findings .Tables were used for the presentation of quantitative data that was collected and charts was used in form of graphs and column charts to analyze data on dispersion. In this research, independent variable was core competency and its effects on academic performance. 3.9: ETHICAL CONSIDERATIONS.

The researcher through the cover letter that accompanied each questionnaire requested the respondents to give voluntary information and assured them that their responses were kept confidential and meant for purely academic purposes. No names were required on the questionnaires. Research authorization and clearance permit was obtained from National Council for Science and Technology.

ANALYSIS AND PRESENTATION OF DATA

4.0 INTRODUCTION

This chapter presents the findings from the questionnaires that were administered to the respondents. The data was analyzed and presented in cross tabulations, percentages, charts such as column charts.

4.1 RESPONSE RATE

A total of 56 teachers that included principal, deputy principal, heads of departments and subject teachers were purposely identified and questionnaires were hand delivered to them. They were to fill and the collection was done after one week. Of the 56 questionnaires delivered 54 respondents completed the questionnaire translating to 92.857 per cent response rate.





4.2.HIGHEST PROFESSIONAL/ EDUCATIONAL QUALIFICATIONS. Table 6 indicates the highest professional/educational qualification of the

respondents. All the teachers had requisite qualifications. In both the National and County schools most of the teachers were (25 percent) and (41 percent) Bachelor of Education Arts holders.

Table 6 : Highest Professional/Educational Qualification

National schools County Schools Qualification Number Percentage Number Percentage Phd 0 0 0 0 Masters In Education 2 7.14 1 4.17 Masters Of Science (MSC) 2 7.14 0 0 Bachelor Of Science & PGDE 5 17.86 2 8.33 Bachelor Of Education Arts 7 25.0 10 41.67 Bachelor Of Education Science 6 21.43 3 12.50 Diploma In Education 4 14.29 8 33.33 Others-Mba, Technical Ed, 2 7.14 0 0 Total 28 100 24 100

4.3. TEACHER SHORTAGE Table 7 indicates the teacher shortage in the two National and County schools.

Table 7 : Teacher Shortage in Both National Schools and County Schools School Total Kaplong Girls 12 Tenwek Boys 10 Ngariet Secondary 17 Merigi Secondary 9 Total 48

Each school had shortage of teachers and

the TSC should employ teachers to curb this shortage. A lot of money was spent on the BOM teachers and disruption of learning due to high turnover of these teachers.

4.4. THE SCHOOL’S MEAN SCORE

Table 8 shows the school mean scores of the National schools and County schools respectively for the last 3 years. 2009- 2011.

Table 8 : School Mean Score of National Schools and County Schools 2009-2011 School 2009 2010 2011 Kaplong Girls Y 9.52 9.21 Tenwek Boys 8.32 8.38 9.44 Ngariet 4.19 (D+) 4.59 (C-) 4.11 (D+) Merigi 3.98 (D) 4.066 (D+) 4.054 (D+) 4.5. K.C.P.E. ENTRY MARKS Table 9 shows the entry marks to join form one for Kaplong girls was 340 (36.3 percent) of the respondents agreed while for Tenwek boys it is 350 marks as agreed by 76.47 percent of the

respondents. For the County schools the entry marks to join form one was low 72.73 percent of the respondents from Merigi indicated below 200 – 250 marks and 46.15 percent for Ngariet.

Table 9 : KCPE Entry Mark For National and County Schools NATIONAL SCHOOLS

KCPE Marks Kaplong Girls Frequency %

Tenwek Boys Frequency %

200-250 0 0 0 0 250-30 1 9.09 0 0 300 and above 2 18.18 2 11.76





320 and above 2 18.18 1 5.88 340 and above 4 36.36 1 5.88 350 and above 2 18.18 13 76.47 370 and above 0 0 0 0 380 and above 0 0 0 0 Total 11 100 17 100

County Schools KCPE Marks

Ngariet secondary

Frequency % Merigi secondary

Frequency %

Below 200 3 23.07 0 0 200-250 6 46.15 8 72.73 250-300 4 30.76 3 27.27 300 and above 0 0 0 0 320 and above 0 0 0 0 340 and above 0 0 0 0 350 and above 0 0 0 0

370 and above 0 0 0 0 380 and above 0 0 0 0 Total 13 100 11 100

4.6. K.C.P.E MARK FOR EACH A GRADE STUDENT IN THE LAST 3 YEARS-2009-2011:

Table 10 shows the KCPE mark for each of the students who got grade A in K.C.S.E in the last 3 years -2009-2011.

There was no students who got A grade in K.C.SE in Tenwek in the year 2010. While there was an irregularity in Kaplong girls hence results were cancelled.

Table 10 : K.C.P.E Mark For Each A Grade Student Year 2011 2010 2009 Kaplong Girls 384.396.382.385,368 380,354 Y Tenwek Boys 361,407,402,376,374,386,390,399,392,388 0 405,388

In Tenwek secondary, most of the Grade A students in the 2011 had KCPE marks of between 360 and 399 marks (8/10) representing 80 percent and (2/10) students, representing 20 percent had 400 marks and above. In 2009 KCSE were only two students we got grade A, one with 405 and the other had 388 K.C.P.E marks.

Therefore majority of the students who scored A plain had marks between360-400.

In 2010 Kaplong Girls had two students who scored A plain and their KCPE marks were 380 and 354. In 2011 the 5 students scored A plain had marks between 368 to 396, none of them had above 400 marks in KCPE.

County Schools

Ngariet and Merigi secondary schools have been performing poorly and they have never got students obtaining grade A

4.7.0 Effects of core competence on academic performance of secondary schools

Core competence was examined under three key attributes namely: shared vision, co-operation and empowerment. To determine the reliability of the items used to measure each of the aspects of Core competence a Cronbach’s alpha coefficient was calculated using SPSS 17.0 and yielded 0.971.





4.7.1 Core competence -shared vision. The following attributes were measured on shared vision; mission, objectives, strategy, values and strategic decision making process. 4.7.1.1 Mission clarity and coherence

Figure 13 shows that 46.42 percent and 41.66 percent of the respondents from National and County schools respectively agreed that that their school mission was clear and coherent. None from the National schools disagreed while 4.167 percent from County schools disagreed.

Figure 13 . Mission clarity and coherence.

4.7.1.2. Schools objectives clarity and coherence. Figure 14 shows that 50 percent and 37.50 percent of the respondents from National and

County schools respectively agreed that in their school objectives were clear and coherent. None from the National schools disagreed while 4.167 percent from County schools disagreed.

Figure 14.School’s objectives clarity and coherence.

4.7.1.3. School’s strategy clarity and coherence.

Table 17 shows that 53.57 percent and 50.0 percent of the respondents from National and County schools in that order agreed that their

school strategy was clear and coherent. None from the County schools disagreed while 10.71 percent from National schools disagreed.

Table 17 : School’s Strategy Clarity and

Coherence. National

Schools County Schools

Number

Percentage

Number

Percentage

Strongly

10 35.71 5 20.833

Agree Agree 15 53.57 12 50.00 Neutral 0 0 7 29.17 Disagree

3 10.71 0 0

Strongly Disagree

0 0 0 0





4.7.1.3 - School’s common purpose exist.

Figure 15 indicates 50.0 percent and 45.83 percent of the respondents from National and County

schools respectively agreed that a common purpose exists. None from the National schools disagreed while only 4.167 percent from County schools disagreed.

Figure 15. School’s common purpose exist.

4.7.1.5. School values exist

Table 18 shows that 50 percent and 62.5 percent of the respondents from National and

County schools respectively agreed that their values and school values were similar.

Table 18 : School Values Exist

4.7.1.6. Strategic decision process. Figure 16 show that 35.71 percent and 66.66 percent of respondents from the National schools and County schools agreed that strategic decision process was participative.

National Schools County Schools Number Percentage Number Percentage Strongly Agree 5 17.85 3 12.5 Agree 15 50 15 62.5 Neutral 5 17.85 5 20.833 Disagree 4 14.28 1 4.165 Strongly Disagree 0 0 0 4.165





Figure 16 . Strategic decision process.

4.7.2. Core competence co-operation. Core competence aspect of co-operation was measured using the following attributes: commitment, rules and procedures, own rules and procedures, co-operative effort, open communication, mutual trust and working together as partners. A Cronbach’s alpha coefficient was run using SPSS 17.0 which yielded. 961 for core competence-co-operation considered excellent.

4.7.2.1 Individual commitment to the same school goals. Table 19 shows that 42.85 percent and 62.5 percent of the respondents from the National schools and County schools respectively agreed that all individuals were committed to the same school goals. However 14.28 percent and 4.167 percent from the National and County schools respectively disagreed.

Table 19 : Individual Commitment to the Same School Goals.

4.7.2.2. Rules and procedures.

Figure 17 shows that 39.28 percent and 54.17 percent of the respondents from the National

and County schools respectively agreed that for most problems that arose there were rules and procedures for dealing with them. Less than 5 percent from both categories of schools disagree

Figure 17. Rules and procedures.

4.7.2.3. Own rules and procedures to facilitate work progress.

Figure 18 shows that 46.42 percent and 50.0 percent of the respondents from National and

County schools respectively agreed that individual establish their own rules and procedures to facilitate their work progress .As twice as those from County schools 12.5percent disagreed from National schools (25 percent)

National Schools County Schools Number Percentage Number Percentage Strongly Agree 6 21.42 3 12.5 Agree 12 42.85 15 62.5 Neutral 5 17.85 5 20.833 Disagree 4 14.28 1 4.167 Strongly Disagree 1 3.571 0 0





Figure 18. Own rules and procedures to facilitate work progress.

4.7.2.4. Co-operative effort among individuals to carry out difficult tasks.

Table 20 shows that 21.42 percent and 66.66 percent of the respondents from National and County schools respectively agreed that there was a

co-operative effort among individuals/teachers to carry out difficult tasks. However 14.28 percent from National schools disagreed while none from County schools disagreed.

Table 20 : Co-operative Effort

4.7.2.5. Open communication and atmosphere characteristics.

Figure 19 shows that 42.85 percent and 50.0 percent of respondents from the National and

County schools respectively agreed that there was open communication among individuals and the atmosphere was characterized by friendly relations.

.

Figure 19. Open communication and atmosphere characteristics

National schools County Schools Number Percentage Number Percentage Strongly Agree 10 35.71 4 16.67 Agree 6 21.42 16 66.66 Neutral 6 21.42 4 16.67 Disagree 4 14.28 0 0 Strongly Disagree 2 7.14 0 0





4.7.2.6. Mutual trust. Figure 20 shows that 42.85 percent and 54.17 percent of the respondents from the National and County schools in that order agreed

that there was a higher level of mutual trust. None from the County schools disagreed while only 7.14 percent from National schools disagreed.

Figure20. Mutual trust.

4.7.2.7. Individuals actively work together as partners. Table 21 that 50.00 percent and 62.5 percent of the respondents from National and County schools respectively agreed that individuals actively work together as partners. None disagreed from County schools.

Table 21 : Individuals Actively Work Together as Partners.

National schools County schools Number Percentage Number Percentage Strongly Agree 6 21.42 4 16.66 Agree 14 50 15 62.5 Neutral 4 14.28 5 20.833 Disagree 2 7.14 0 0 Strongly Disagree 2 0 0 0 4.7.3 Core competence-empowerment

Core competence under the aspect of empowerment was looked into through the following attributes: decision making process, operating rules and procedures, ideas flow, decision making responsibilities, directing, opportunities, individual knowledge and skills. Reliability Cronbach alpha coefficient of .933 was obtained using SPSS 17.0.

4.7.3.1. Decision making tend to occur in a decentralized manner.

Table 22 shows that 21.42 percent and 54.17 percent of the respondents from National and County schools in that order agreed that decision making tended to occur in decentralized manner in their schools. A majority of the respondents from National schools were neutral that decision making occur in a decentralized manner.

Table 22 : Decision Making. National Schools County Schools Number Percentage Number Percentage Strongly Agree 5 17.85 1 4.167 Agree 6 21.42 13 54.17 Neutral 12 42.85 6 25 Disagree 4 14.28 4 16.66 Strongly Disagree 1 3.57 0 0





4.7.3.2. - Operating rules and standard procedures.

Figure 21 shows that 39.28 percent and 58.33 percent of the respondents from National and County schools respectively agreed that operating rules and standards procedures

played important roles in how decisions were handled .However a large number of the respondents from both schools were neutral but none from County schools disagreed.

Figure 21. Operating rules and standard procedures.

4.7.3.3. Ideas tended to flow horizontally and vertically.

Figure 22 shows that 39.28 percent and 66.66 percent of the respondents from National and County schools respectively agreed that ideas

tended to flow horizontally and vertically in their schools. However a large percentage of the respondents from both National and County schools 28.57 percent and 20.83 percent respectively were neutral but none disagreed.

Figure 22 . Ideas tended to flow horizontally and vertically.

4.7.3.4. Decision making responsibilities pushed down to the lowest level.

Table 23 indicates that 35.71 percent and 41.66 percent of respondents from National and

County schools respectively agreed that decision making responsibilities were pushed down to the lowest level. However a large number of the respondents from both National and County schools disagreed or neutral on this aspect.





Table 23: Decision Making Responsibilities Pushed Down to The Lowest Level

National schools County schools Number Percentage Number Percentage Strongly Agree 6 21.42 5 20.8333 Agree 10 35.71 10 41.66 Neutral 6 21.42 6 25.0 Disagree 5 17.85 1 4.17 Strongly Disagree 1 3.571 2 8.33

4.7.3.5. Directing and taking charge of their own work by individuals.

Figure 23 shows that 32.14 percent and 66.66 percent of the respondents from National and

County schools respectively agreed that individuals were capable of directing and taking charge of their own work. None from the County schools disagreed.

Figure 23 . Directing and taking charge of their own work by individuals.

4.7.3.6. - Opportunities to select options. Table 24 shows that 42.85 percent and 45.833 percent of the respondents from National and County schools respectively agreed that there were opportunities to select option and make

choice at work. About the same percentage of the respondents from both National and County schools disagreed on this aspect, 21.425 percent and 20.833 percent respectively.

Table 24: Opportunities to Select Option at Work. National schools County schools Number Percentage Number Percentage Strongly Agree 7 25 8 33.33 Agree 12 42.85 11 45.833 Neutral 6 21.42 5 20.833 Disagree 2 7.14 0 0 Strongly Disagree 1 3.57 0 0

4.7.3.7. - Increase in individual knowledge base on the school.

Figure 24 shows that 42.85 percent and 45.83 percent of the respondents from National

schools and County schools respectively agreed that individual’s knowledge on the school had increased. None of the respondents from County schools disagreed on this aspect while 7.14 per cent from National schools disagreed.





Figure 24. Increase in individual knowledge base on the school.

4.7.3.8. Skills needed to arm themselves

Figure 25 shows that 28.57 percent and 50.00 percent of the respondents from National schools and County Schools in that order agreed that individuals had been taught the skills that were

needed to arm themselves. None of the respondents from County schools disagreed while 10.71 percent from National schools disagreed.

Figure 25 : Skills Needed to Arm Themselves

SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 INTRODUCTION

This chapter summarizes the research findings of the study that sought to determine the effects of intangible assets on the academic performance of secondary schools; a case of

National schools and County schools, Bomet County, Kenya.

The specific objectives were stated in chapter one.

To achieve these objectives a questionnaire was used to collect data from 54 respondents (4 head-teachers, 4 deputies, 18 heads of departments and 26 teachers) from the two selected National schools namely Kaplong girls and Tenwek boys and two





County Secondary schools namely Ngariet and Merigi.

5.1: Summary of findings

5.1.1. General Data

5.1.1.1 Highest professional/educational qualifications

All the respondents had Diploma in Education and above. Two had Masters in Education degrees.

5.1.1.2 Teacher shortage.

All the schools had teacher shortage that ranged from 9 to 17 teachers. The worst hit was Ngariet with teacher shortage of 17.

5.1.1.3 K.C.P.E entry marks.

The cut off mark for the National schools was 340 and above while in the County schools there was no clear cut entry mark. They accepted students of even below 200 marks.

5.1.1.4 K.C.P.E entry mark for each A grade student 2009-2011

Majority of the students who had obtained mean grade of A since 2009 had marks that ranged from 360-400.

5.1.2 Effects of Core competence on academic performance of secondary schools. (i) Core competence – shared vision

A large number of the respondents (70 percent ) from both County and National schools agreed that, their schools mission, objectives and strategy were clear and coherent, that there was a strong feeling in the school that a common purpose exists ,that their values and school values were similar and strategic decision process was participative.

(ii) Core competence- empowerment

Over 60 percent of the respondents from both County and National schools agreed that operating rules and standard procedures played important roles in how decision were handled, that ideas tended to flow horizontally and vertically, opportunities to select and make choice at work existed, individual knowledge base on their schools

had increased and that individuals had been given or taught the skills that were needed to arm themselves.

However 39.27 percent and 58.35 percent from National and County schools respectively disagreed that the decision making tended to occur in a decentralized manner. In a school system, there was clear bureaucracy.

It is notable also that 57.13 percent and 62.49 percent of the National and County schools respectively agreed that decision making responsibilities were pushed down to the lowest possible level. Similarly 57.4 percent from National and 70.82 per cent from the County Schools agreed that individuals were capable of directing and taking charge of their own work. (iii) Core competence - co-operation

Over 60 percent of the respondents from both County and National Schools agreed that all individuals were committed to the same school goals, that for most problems that arose there were rules and procedures for dealing with them, that there was an open communication among individuals and the atmosphere was characterized by friendly relations, high level of mutual trust and individuals actively work together as partners. However, 50 percent of the respondents from County schools agreed that individuals established their own rules and procedures to facilitate the work progress as compared to 64.24 percent from the National schools. Whereas 83.3 percent of teachers in the County schools agreed that there was a cooperative effort among teachers to carry out difficult tasks, only 57.13 percent of the respondents from the National school agreed and strongly agreed on this.

5.2 Discussion

5.2.1 Effects of core competence on academic performance of secondary schools.

This study established that in both national and county schools, there was collective learning manifested in school activities and processes. It was found that teachers were committed to school goals, that there were rules and procedures for dealing with problems as they arose, co-operative efforts among individual teachers to carry out difficult tasks, open communication among individuals and the school atmosphere was characterized by friendly relations. In addition teachers were empowered to make decision within





the framework of operating rules and standard procedures with an opportunity to select option and make a choice at work.

This findings were in agreement with Sanchez and Heene’s, (1997) arguments that core competence are usually the results of ‘collective learning’ processes and are manifested in business activities and processes.

The findings are also in concurrence to Tampoe’s (1994) arguments that core competences had to incorporate survival tactics which are invisible to competitors, difficult to imitate, unique to co-operation, a mix of skills, resources and processes sustainable over time. This study established that National schools had put in place strategies that had formed their organizational culture that made them remained high achievers .Such strategies included some of the intangible assets that have been found to impact on performance such as tacit knowledge as studied by Berman, Down & Hilt (2002) and co-operative capabilities by Tyler (2001)

Conclusion

The resource based view (RBV) that guided this study is strategic theory for understanding why some schools /firms outperform others. Different schools are endowed with different resources both tangible and intangible. Intangible assets which formed the key concept of this study are defined as the sum of the school processes, employee skills, leadership, technology, core competence such as shared vision, cooperation and empowerment and information about students. The study found that shared vision, co-operation and empowerment were found to impact positively on academic performance.

5.4 Recommendations The study found that core competences such as clear and coherent school mission, objectives, strategy, teacher commitment, mutual trust, existence of operating rules and standard procedures were key to academic performance. Therefore it is recommended to the school Boards of Management to empower their teachers through in-service training to enhance the required skills to enable them perform their work effectively.

The study found that National Schools used many strategies to get A grade students. Notable among them were good entry behavior, team work among teachers and stakeholders, completion of syllabus early, thorough revision and

supervision of curriculum as well as motivated students and teachers. Therefore it is recommended to the Boards of Management to benchmark to these schools so as to borrow best practices, customize them to their schools and implement in order to improve performance in K.C.S.E. although it was not the main objective of the study, it was found that all the schools had serious shortage of teachers. Therefore it is recommended to the Teacher Service Commission to employ sufficient teachers in all schools.

5.2.4. Recommendation on future research

The study found that the core competence namely co-operation and empowerment had positive impact on academic performance of secondary schools. Therefore further research could be done on the effects of core competence on academic performance of Universities and Colleges.

Although it was not the main purpose of the study it was found that there was serious shortage of teachers in schools and high turnover of those under Boards of Management, therefore further research could be done on impact of teacher turnover on academic performance .This could be the cause of failures of students.

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Online Sources

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