Effects of Form One Placement Styles on Students’ Psychological Adjustment in Public Secondary Schools in Kwanza Sub-County, Kenya

Abstract

This study aims to investigate the effects of form-one placement styles on students’ psychological adjustment in public secondary schools in Kwanza Sub-County, Kenya. The study was spurred by concerns regarding prevalent issues such as truancy, poor academic performance, and limited engagement in extracurricular activities among students. The study was guided by Social Cognitive Theory. The study adopted a convergent parallel design in the mixed-method approach. The population comprised 48 public schools, 18,000 form one students, 61 class teachers, 61 parent representatives, 48 Counsellors and one Quality Assurance and Standards Officer. Both probability and non-probability sampling techniques, specifically, stratified, systematic and purposive sampling techniques. were used. Questionnaires and in-depth interview guides were used as data collection instruments. Analysis of quantitative data involved both the use of descriptive and inferential statistics. Descriptive statistics involves the use of percentages. Inferential statistics involved the use of ANOVA. The study concluded that Form One students' placement styles greatly affect their psychological well-being. Parental school choices and student decisions align with interests positively. The study recommends that education stakeholders acknowledge students' unique traits for positive outcomes. Provide varied support systems for psychological adjustment. Align placement criteria with past performance. Parents should evaluate schools thoroughly. Educators must empower students' growth and success.