Public Secondary School Students Research Articles

Effect of Discussion Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Purpose: In class discussion method can be used while studying Mathematics as it is intended to be a free give and take between teacher and students and among students on the current topic of concern in the course. It is characterized by probing questions from the teacher designed to elicit student interpretations, opinions, and questions. The purporse of study is to assess the effect of group discussion method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’.
 Materials and Methods: The study used descriptive research design. Stratified sampling was used to determine a sample of 6 schools among other public secondary schools in Bwishyura sector in Karongi District. The head teachers of the sampled schools were purposively selected to participate in the study. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using multiple linear regression analysis. The probability value of the regression estimate was used in testing the hypotheses of the study.
 Findings: The result of the regression analysis indicates that Demonstration Method has a positive effect on Performance of Mathematics students in public secondary Schools in Karongi District and the relationship is statistically significant (p=>0.05). Results showed significant positive relationship between discussion method and the performance of Mathematics students (r = 0.860; p= 0.000). Multiple linear regression analysis showed that discussion method contributed to 72% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District.
 Implications to Theory, Practice and Policy: The study recommended that Mathematics teachers should be trained and encouraged in the use of discussion teaching method and the framework for planning lessons and teaching mathematics in our secondary schools should be on group discussion teaching strategy. Moreover, it was also useful to enable learners to take part in discussion, reflection, feedback and to consolidate learning, clarify understanding and explore ideas and concepts.

EFFECT OF TEACHING AIDS ON STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SELECTED PUBLIC SENIOR SECONDARY SCHOOLS IN KANO METROPOLIS: IMPLICATION FOR POLICY MAKING

The paper examined the effect of teaching aids on students’ academic performance in English language in selected public senior secondary schools in Kano metropolis, Nigeria. Three research Questions, three objectives and three research hypotheses guided the study. Experimental research design was adopted for the study. Population of the study consisted of five public senior secondary schools in Kano metropolis with a total of 1390 SS 2 students. Research advisor (2006) was used to determine the required sample size for the study and it recommended a sample size of 306. A simple random sampling technique was used to select the sample size required by the study Data was collected using an instrument titled “Utilization of Teaching Materials and Academic Performance Questionnaire (UTMAPQ)”. Reliability of the instrument was obtained using a test-retest method within an interval of 6 weeks. A reliability index of 0.74 was obtained through the Cronbach Alpha Co-efficient. The instrument has 20 items which are open ended questions. Hypotheses generated were tested using independent T-test at 0.05 level of significance. Findings from the study indicated among others that: Audio-visual teaching aids have statistically significant positive effect on public secondary school students’ academic performance in Kano metropolis. The study recommended among others that: Instructional materials such as print media and audio-visuals should be made available to teachers for effective teaching and learning.

Strategies For Managing Disruptive Behaviours Among Public Secondary Schools’ Students in Classrooms in Kogi East Education Zone Nigeria

The study investigated strategies for managing disruptive behaviours among public secondary school students in classrooms in Kogi East Education Zone. The purpose of the study was to find out the causative factors responsible for students’ classroom disruptive behaviours and strategies to be adopted by public secondary school teachers in the management of students’ classroom disruptive behaviours. Two research questions guided the study. A descriptive survey design was adopted. The population of the study consisted of 2434 teaching staff from 208 secondary schools in the Kogi East education zone. A sample of 400 teachers representing 16% was purposively selected for the study. The Disruptive Behaviour Management Questionnaire (DBMQ) was used as an instrument for data collection. Mean and standard deviation was used to answer the research questions that guided the study with a benchmark of 2.50 for acceptance and rejection. It was revealed from the analysis that (1) hereditary factors, visual disability, mental disability, excessive intelligent quotient in an individual student, exposure of students to the use of computers, television, radios, internet, mobile phones and frustration resulting from emotional to be the causative factors responsible for students’ classroom disruptive behaviours in Kogi East Education Zone. (2) Finding the cause, inducing the desirable behaviour, eliminating the undesired behaviour, systematic desensitization, ignoring strategy, dealing directly with persistent behaviours and monitoring techniques to be strategies for managing students’ disruptive behaviours in the classroom in Kogi East Education Zone. Some recommendations were also made.

Influence of Spatial Ability Levels on the Performance and Attitude of Physics Students

The concept of spatial ability has been viewed within the boundary of technology and engineering by many researchers and education experts undermining its relevance to Physics at the secondary schools level. Spatial ability gives a wider ability to the use of higher order thinking skills which are accounted valuable for analysis, synthesis and evaluation needed in solving problems and has the tendency to influence students’ attitude. Therefore, the study examined the influence of spatial ability levels on the performance and attitude of Physics students in public secondary schools in Osun State, Nigeria. A descriptive survey design was used for the study. The population for the study consisted of all the students in public secondary schools in four Local Government Areas (LGAs) of Ife in Osun State of Nigeria. A representative sample of 270 Physics students was selected using multi-stage sampling technique. Three instruments used for data collection are: Adapted Spatial Ability Test (ASAT), Performance Test in Physics (PTP) and Students’ Attitude Physics Questionnaire (SAPQ). Content validity of the three instruments was ensured by experts’ judgments. The reliability coefficient of 0.75, 0.85 and 0.82 were obtained for ASAT, PTP and SAPQ respectively. The results of the study classified students’ spatial ability to low, average and high levels and many students had low spatial ability. The results of the study further showed that that there is statistically significant influence of spatial ability levels on the performance of physics students in the study areas. The finding showed that there is no statistically significant influence of spatial ability levels on attitude of students towards Physics in the study areas. Consequently, it was recommended that there should be ongoing research on spatial ability to provide information for physics teachers and that Physics students should be encouraged to take lesson on various spatial ability activities.

Knowledge and attitude of sex education among secondary school students in south-western Nigeria: A cross-sectional study.

Sex education helps in preparing adolescents to have responsible attitudes and behaviour towards sex for a harmonious sexual life. This study assessed the level of knowledge and attitude towards sex education among secondary school students in an urban south-western Nigeria. The study adopted a descriptive cross-sectional design. Multistage sampling technique was used to select a sample size of 378 students from a population of 3674 students in public secondary schools. A pre-tested self-administered questionnaire with Cronbach' Alpha value of 0.76 was used for data collection. The approval of the study was obtained from the Human Research Ethics Committee of Lagos University Teaching Hospital. Data were analyzed using SPSS version 20. Chi-square test and multiple logistic regression were used for test of association among the variables at p < 0.05. Majority of the respondents 338 (89.9%) were between age 14-17 with mean age of 16 ± 5.22 years. Majority of the respondents 309 (82.1%) had a good knowledge of sex education. More than half, 216 (57.5%) of the respondents had positive attitude towards sex education. There was a significant relationship between knowledge and attitude of the respondents towards sex education (p = 0.01). Knowledge of sex education increases as class of students increases to SS2 = (OR = 7.750; 95% CI [3.268-18.378] and SS3 = (OR = 2.219; 95% CI [1.067-4.613] respectively. The study concluded that the respondents had good knowledge of sex education and there was a significant relationship between students' knowledge and attitude towards sex education. There is need for awareness and effective sex education among secondary school students. Teachers and parents should create the view of improving the attitude of secondary school students towards sex education.

Improving Academic Achievement of Civic Education Students via Using Guided Discovery Instructional Strategy

The study investigated the effect of the Guided Discovery instructional strategy on students’ academic achievement in civic education in the Ijebu Ode Local Government Area of Ogun state, Nigeria. Three null hypotheses were tested in the study. The study adopted a quasi-experimental design. The population of the study comprised all civic education students in public senior secondary schools in Ijebu Ode, local government of Ogun state, Nigeria. Two public co-educational schools were randomly selected from the local government with 126 senior secondary two (SS II) from two intact classes. Data was collected using the Academic Achievement in Civic Education Test (AACET) with a 0.84 reliability index. The data collected was analyzed using both descriptive and inferential statistics. Analysis of Covariance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance. The result shows a significant main effect of instructional strategy (F (1, 121) = 35.508, P &lt; 0.05) on students’ academic achievement in Civic education. It also shows a significant main effect of gender on students’ academic achievement in Civic Education (F (1, 121) = 4.688, P &lt; 0.05). While the result of the 2-way interaction effect shows no significant interaction effect of instructional strategy and gender on students’ academic achievement in Civic education (F (1, 121) =.5665, P &gt; 0.05). It is recommended that more efforts should be geared toward advancing the strategies for use among students of the two gender groups. Further research on these strategies could be carried out in various other classes in other countries of the world.

Knowledge of Skin Diseases and Associated Risk Factors among Students of a Public Secondary School in Ekiti State, Nigeria

Introduction: Physiological and structural differentiation of the pilosebaceous unit occur typically in general population, such changes are usually very prominent in adolescents with increased sebaceous and apocrine secretions. Knowledge of such changes and associated factors has not been adequately described among secondary school students in Nigeria. Methods: This descriptive cross-sectional study was conducted among public secondary school students of Federal Teaching Hospital, Ido-Ekiti (FETHI) Staff School. All data collected were analyzed with IBM version 25.0. Chi-square test and binary logistic regression were used in bivariate and multivariate analyses to determine significance. P&lt;0.05 was taken as significant.

Trauma Informed Interventions and Academic Adjustment among Adolescent Students in Public Secondary Schools in Kenya

Globally, the problem of escalating incidences of trauma among adolescents has adversely affected their physical, behavioral, emotional and psychological functioning hence impairing their quality and ability to adjust in school. The purpose of this study was to establish the effectiveness of trauma informed interventions and academic adjustment among adolescents in public secondary schools in Kisii County. This study employed an explanatory sequential mixed method design. The study targeted a population of 1100 students from which 275 students were sampled through simple random and purposive sampling technique. Data were collected using self-administered questionnaires, Focused Group Discussions, in-depth interviews and academic adjustment scale. Both descriptive and inferential techniques were employed to analyze quantitative data. The qualitative data were analyzed thematically. The results from Pearson Correlation coefficient affirmed a positive statistically significant nexus (n=.732, n= 275, p&lt;.0.05) between trauma informed interventions and academic adjustment. The qualitative data findings further affirmed that trauma informed interventions enhance academic adjustment and resilience among adolescents. The study concluded that effective adoption of trauma informed interventions are critical in coping with academic adjustment levels among adolescents.

How Strategy Evaluation Affects Academic Performance in Public Secondary Schools in Bungoma County, Kenya

The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools

Family Determinants of Career Awareness among Students in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya

Family Determinants of Career Awareness among Students in Public Secondary Schools in Meru South Sub-County, Tharaka Nithi County, Kenya

School determinants and career awareness among students in public secondary schools in Meru-south Sub-county, Tharaka Nithi County, Kenya

The aim of this study was to investigate the influence of school determinants on career awareness among students in public secondary schools in Meru South Sub County. Career awareness is a sign of one's level of democracy and personal freedom in determining their professional development. Uncertainty drives students towards making wrong career choices and, as a result, feel frustrated at a job they had never wished for. Despite the schools having career teachers and Kenya Universities and Colleges Central Placement Service (KUCCPS) providing career guidance, students portray unawareness on career matters. A descriptive survey research design was employed for the study. A sample size of 368 respondents comprising of 12 deans of studies, 12 guidance and counselling teachers,12 form three and 12 form four parents' representatives, 8 principals and 312 form three and four students participated in the study. The study established that school determinants had an influence on the student's career awareness, especially on career information. The subjects’ combination, school career days, and the status of the school (National, Extra-County and County) were found to have a great influence on career awareness. The schools, however, did not embark on serious career education, and the teachers failed to guide the students on careers or offer career alternatives. The schools should set mentorship days and career weeks to sensitise students on emerging issues in the career world and options available in accordance with their academic performance and achievement.

Comparative Analysis of Energy Consumption (kcal) among Public and Private Secondary School Students in Lagos State, Nigeria

Objective: To describe pattern of dietary energy intake among adolescents from 2021-2022.

SELF-ESTEEM LEVELS AMONG SECONDARY SCHOOL STUDENTS IN DIFFERENT CATEGORIES OF SCHOOLS. CASE OF PUBLIC SECONDARY SCHOOLS IN NYANDARUA WEST SUB-COUNTY, KENYA

The major purpose of the study was to investigate whether students’ level of self-esteem can be influenced by the category of school a learner attends. To achieve this objective, schools were categorized into three categories which are day schools, day-boarding schools, and boarding schools. Students’ self-esteem was measured and the data obtained was analyzed. The aim was to find out whether there was any significant difference in students’ level of self-esteem in different school categories. The research was conducted using an ex post facto research design. Categories of schools were seen as a naturally occurring independent variable, which could have an effect on students’ level of self-esteem. The population of the study comprised students in public secondary schools in Nyandarua West Sub County. The Sub County had 8 public secondary schools when the research was conducted; with a student population of 3067. Data relevant to the study was collected using questionnaires, and a self-esteem test prepared by the researcher. The questionnaires were administered to a sample of 240 students, selected using simple random sampling from the 1320 form two students in the Sub County. Data was analysed using mean calculations, percentages, and a one-way ANOVA test. It was found out that there was a significant difference in students’ total-mean self-esteem in different categories of schools. Students in boarding schools had a higher level of self-esteem in general compared to students in day-boarding and day schools; whose self-esteem levels were average. Probably, boarding schools have a more child-friendly environment, hence, more opportunities and different facilities which help learners to achieve more and hence acquire positive growth in self-esteem. However, in day schools where opportunities could have been less adequate students recorded a low level of self-esteem. It is therefore recommended that MOEST should finance seminars to sensitize secondary school administrators on adolescents’ needs so that every Principal would endeavor to provide students with age-appropriate resources and activities. To achieve this, the government should supply adequate facilities to schools that do not have them. Further studies should be conducted to find out the environments in boarding schools that facilitated self-esteem growth among students, additionally, whether similar results would be obtained in other Sub Counties in Kenya.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0044/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Help-Seeking: A Qualitative Study of Help-Seeking Behaviours of Students in Public Secondary Schools in Northeast Nigeria

Researchers from Western countries have studied how adolescents seek help, displaying that many young people are apathetic towards seeking professional counselling. However, using Western samples to highlight the common help-seeking behaviours (HSBs) of adolescents has significantly created a gap in the literature amongst members of indigenous communities in Northeast Nigeria. The literature is yet to understand the dynamics that help promote the HSBs of learners in public secondary schools in the community. Differently, previous studies have been delimited to learners as samples, thus discounting validations by school counsellors and managers. This study employed the Focus Group Discussion (FGD) technique for twenty-four student samples and in-depth interviews with four teacher-counsellors and four in-school administrators to explore the phenomenon of study in a real-world context. Using NVivo 10 software to analyse participants’ data corpus, the study has generated five emergent themes, namely: (i) Responsibility; (ii) Communalism; (iii) Value and belief norms; (iv) Counselling management in schools, and (v) Multicultural biases. As recommendations, the study suggests the need for counsellors to be multiculturally versatile—be aware of cultural interfaces and implications on counselling relationships as much as build linkages—advocacies, collaborations via the school Parents Teacher Association (PTA) and honour confidentiality in counselling.

Secondary School Students’ Perception of Science Laboratory Accident Status and Preventive Measures in Awka Education Zone

Purpose of the study: The study investigated secondary school students’ assessment of science laboratory accident status and preventive measures in the Awka Education Zone. Two research questions guided the study, and one hypothesis was tested at a .05 significance level.&#x0D; Methodology: The study used the descriptive survey research design. A sample of 156 public and 40 private secondary school students was used. A checklist and a questionnaire were used to collect data. The questionnaire was validated, and a Cronbach Alpha reliability test gave a coefficient of 0.86. The collected data was used to analyze mean, standard deviation, percentage, and t-tests.&#x0D; Main Findings: The results revealed that science laboratory accidents do not occur in secondary schools in Awka Education Zone, irrespective of school type. The study also observed no significant difference in the preventive measures against science laboratory accidents adopted by private and public secondary school students in the zone.&#x0D; Novelty/Originality of this study: There is limited literature in the present study’s area seeking to assess the laboratory accident status in secondary schools and the measures the students take to avert these accidents. Thus, the present study’s findings would provide background information on laboratory activities and accidents in the area of the research and preventive measures to be deployed.

Nutritional Information and Food Consumption Pattern of Adolescents’ Secondary School Students in the Urban-Slum Communities of Ibadan, Oyo State, Nigeria

Nutritional status is influenced by the food consumed, health status, sanitary environment and accessibility to nutritional information. This study explored nutritional information and food consumption pattern of adolescents’ secondary school in urban slums, using students in public secondary schools in Ibadan North Local Government Area (IBNLGA), Oyo State, Nigeria. A descriptive study was conducted using a three stage random sampling technique to select 467 respondents. Data were collected using a semi-structured interviewer-administered questionnaire, anthropometric measurements, observational checklist, and Hellen Keller International food frequency questionnaire. Data were analyzed using descriptive statistics, Chi-square and logistic regression statistics. Results revealed among others that respondents’ favourite foods were cassava-based, and sources of nutrition information included teachers (41.8%), parents (33.8%), television (22.1%), radio (16.7%) and siblings (1.3%). The study concluded that many respondents were underweight partly due to poor food consumption pattern as a result of inadequate access to nutritional information. This study recommended more intensive approach to address health and nutrition issues by providing adequate nutritional information in this age group.

Gender Differences in Secondary School Students’ Achievement in Chemistry in Samburu County, Kenya

The purpose of this study was to investigate the gender differences in secondary school students’ achievement in chemistry. In addition, the study sought to identify the factors that contribute to gender differences in chemistry achievement to in order to enhance the provision of equal opportunities for the learning of chemistry and all other sciences in general to both boys and girls. Cross-Sectional study design under the descriptive survey research was used. The target population of the study comprised of all the secondary school chemistry students in both public and private secondary schools in Samburu county. The accessible population were all the form three chemistry students in the county. A sample of 286 students was selected from a population of 1,238 using stratified and simple random sampling techniques. Students’ Chemistry Achievement Test (SCAT) and Students’ Gender Interview Schedule (SGIS) were used to collect data. The data collected was analyzed using both descriptive and inferential statistics. The statistics derived included the analysis of percentages, mean, standard deviation, students’ T-Test scores and Chi-Square Test (x2 test) used to establish the relationship between culturally accepted gender roles and achievement in chemistry. The findings show that there was a statistically significant gender difference in chemistry achievement in favour of boys. As a result, boys’ schools performed better than both girls’ and co-educational schools. Boys had a high affinity and interest towards chemistry than girls. Also the culturally accepted gender roles had an effect on chemistry achievement. It is recommended that the Ministry of Education should initiate in-service programmes for teachers in science courses emphasizing on relevant scientific skills to empower teachers to provide learning opportunities that would reduce the gender differences and the effect of cultural factors known to enhance gender differences in the learning and achievement in chemistry. Curriculum developers and policy makers need to develop curriculum materials that would help to reduce the gender gap in learning and achievement.

Assessment of the Approaches Used in Teaching and Its Influence on Selection of Science Subjects among Female Students in Public Secondary Schools in Arusha District

Teaching approaches and its influence on selection of science subjects among female students in public secondary schools in Arusha District Council, Tanzania was investigated. Objectives were to; highlight approaches used in teaching of science subjects in public secondary schools and determine how teaching approaches influence female students’ choice of science subjects in public secondary schools. Active Learning theory guided the study. Convergent mixed methods design suitable to collect data through questionnaires, documentary analysis and interview guide was adopted. Sample size of 132 respondents; 80 students &amp; 44 teachers selected by simple and stratified random sampling techniques while 8 school heads were purposively selected. Validity was established through expert judgment. Reliability was determined and reliability index, QS, r=0.914 and QT, r=0.912 was obtained. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in charts and tables. The study revealed that student centred, experimental and outdoor teaching/learning approaches attract more girls in taking science subjects. In conclusion, schools with adequate staffing of science teachers and laboratory materials are likely to adopt student centred, experimental and outdoor teaching/learning approaches which encourage female students in selecting science subjects. It is recommended that, since Tanzania is emphasizing industrialization as a backbone for economic development, science education for female students in all levels should be given a special attention in terms of proper infrastructures, human resources and funding that will enable teachers to adopt the right teaching approaches.

Effects of Disaster Management towards Academic Achievement in Public Secondary Schools in Arusha District

This study investigated the effects of disaster management towards academic achievement in public secondary schools in Arusha District Council, Tanzania. Objectives were to; examine ways of managing disasters in secondary schools and effects of disaster management towards academic achievement of students in public secondary schools. Emergency Management Theory guided the study. Convergent mixed methods design was adopted. Questionnaires, documentary analysis, photo taking and interviews were used to collect data from 105students and 85teachers selected by simple and stratified random sampling techniques. Five school heads and 4 WEOs were purposively selected. Validity was fortified through expert inputs. Reliability employed test-retest technique and reliability index, SQ r=0.735, TQ r=0.827and NTSQ r= 0.761were obtained. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Qualitative data underwent thematic analysis. Quantitative data were analysed using descriptive statistics in the SPSS version 23 and results were presented in tables. Findings include provision of fire extinguishers to help in putting off fire outbreaks, enhancing drainage system and raising building foundation to prevent surface runoff from accessing classrooms and offices. Proper use of fire extinguishers to minimize damages caused by fire in schools hence minimal interference to learning process. In conclusion, without a disaster management plan, schools spend more time and resources reacting to a situation instead of planning for the anticipated disaster. Recommendations entailed all institutions to provide fire extinguishers, enhance drainage system and improve students’ discipline as disaster mitigation measures.

Academic Achievement of Students in Kenya's Public Secondary Schools: The Effects of Teacher Time Management and Class Attendance

Almost all firms use performance appraisal as one of the strategic tools in human resource management to get a competitive edge. Every employee's performance is identified, measured, and evaluated during this procedure. One of the fundamental instruments that encourages employees to be highly productive and engaged at work is the Teacher Performance Appraisal Development (TPAD). The system of teacher performance appraisal is intended to increase student learning outcomes by positively influencing teachers' professional growth if it is properly developed and put into practice. In general, many schools, particularly those in West Pokot Sub County's rural areas, have performed poorly. The study was designed to investigate teachers’time management and lesson attendance on students’ academic achievement in public secondary schools. A descriptive survey research design was used in the study. The target population was 43 public secondary schools, which had 12900 pupils, 86 Quality Assurance and Standard Officers, 43 principals, 43 deputy Principals, and 860 teachers. The Yamane formula was used to determine the sample size of 388. Sample size is the number of participants included in a study. Interviews, interview schedules, and questionnaires were all used as data gathering tools. A pilot study was conducted to evaluate the validity and reliability of the research instruments used to measure accuracy, consistency, and the degree to which differences in measurement results accurately represented differences between respondents. Additionally, important was the Cronbach alpha. Data analysis benefited from the use of the statistical package for social sciences version 27. The significant levels of one variable were transferred to the other with the use of the multiple regression analysis. Each variable's correlation coefficient was calculated after an Analysis of Variance (ANOVA) test. The study found that student performance on the Kenya Certificate of Secondary Education (KCSE) is favourably and significantly influenced by teacher time management and lesson attendance.