Abstract
In achieving the set academic goals, student interacts with different group of people including their teachers, fellow students and parents with an aim of obtaining support to improve their academic realization. Through the interactions, students identify mentors who can help them achieve their academic goals and students who perform better than their peers may become role models for the rest of students in terms of academic aspirations. One of such interactions is student-student academic interactions. Academic achievement is globally paralleled as an indicator of intellectual ability of a learner in a given educational system. It is important in the determination of a students’ future prospects. Educationists and other stakeholders have consistently used students’ academic achievement results as basis of advancement and employment opportunities. The student-student academic interaction correspondingly shape the learning environment of students. The purpose of this study was to examine student-student academic interaction and academic achievement relationships in public secondary schools in Nakuru County, Kenya. Correlational research design and both quantitative and qualitative research approaches were used in the study. The population of the study comprised 23,309 form three students from 294 public secondary schools in Nakuru County. A total of 29 public secondary schools and 378 form three students were selected using stratified random sampling. The total sample size for this study was therefore 407 respondents. The study used closed-ended questionnaires to collect data from students on student-student academic interactions. Data for academic achievement was obtained from school examinations results record. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 24. The study established that there was a statistically significant relationship between student-student academic interaction and academic achievement in public secondary schools in Nakuru County, Kenya. It was concluded that student-student academic interactions are related to their academic achievement. The study recommended the Kenya Institute of Curriculum Development (KICD) to develop a curriculum or teaching methods that seeks to improve students’ academic interaction for better academic achievement. DOI: 10.7176/JEP/11-16-06 Publication date: June 30th 2020
Highlights
1.1 Background to the Study In achieving the set academic goals, student interacts with different group of people including their teachers, fellow students and parents with an aim of obtaining support to improve their academic realization
Twenty nine public secondary schools in Nakuru County were selected to participate in the study using purposive sampling
4.0 Results and DiscussionStudent-Student Academic Interactions In respect to student-student academic interactions, the study collected data on the frequency in which students interacted with fellow students in diverse ways
Summary
1.1 Background to the Study In achieving the set academic goals, student interacts with different group of people including their teachers, fellow students and parents with an aim of obtaining support to improve their academic realization These groups of people basically constitute the immediate environment for students. Bean et al (2013) asserts that parents’ academic support to students is created by an interaction where the parents support the students’ academic aspirations and in return the students responds by obligating to obtain high academic achievement. These forms of associations produce three types of interactions; namely; student-student academic interaction, student-teacher academic interaction, and student-parent academic interaction
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