Exploring Institutional-Based Practice of Reward System on Student Academic Performance in Public Secondary Schools in Makueni County, Kenya

Abstract

In many countries, student academic success is often measured by the outcomes of their final examinations at the end of basic education. This research focused on assessing how the reward system affects students' academic performance in the Kenya Certificate of Secondary Education (KCSE) within public secondary schools in Makueni County, Kenya. The study was based on the path-goal theory and employed a descriptive research design. Various sampling methods were used, such as simple random sampling, stratified sampling, and purposive sampling, to choose participants. Data was collected through questionnaires distributed to principals, teachers, and student leaders, along with scheduled interviews exclusively with the principals. The validity of the research tools was verified by experts from the School of Education, while reliability was evaluated using the test-retest method. The quantitative data obtained from the questionnaires were coded and analyzed using the Statistical Package for Social Sciences (SPSS) software, which allowed for the generation of descriptive statistics and chi-square tests. The analysis included frequencies, percentages, means, and standard deviations, with hypothesis testing performed at a 0.05 significance level using Pearson's correlation coefficient in line with the study's objectives. Conclusions and recommendations were then drawn. The results suggested that public secondary schools in Makueni County implement a reward system that positively affects KCSE performance, as indicated by an r value of 0.527. This study is important as it highlights how institutional reward practices influence students' academic performance in the KCSE. Based on the findings, the research recommends that the Kenyan government, through the Ministry of Education, provide essential instructional materials and create supportive school environments by allocating necessary funding and logistical assistance. It is also advised that public secondary school administrations devise strategies to motivate both teachers and students to enhance academic performance. Additionally, the study encourages the adoption of leadership styles that foster effective communication and motivation, which would lead to better learning practices and increased performance, ultimately addressing the issue of declining academic achievement.