Influence of Internal Quality Assurance Practices on Students' Academic Performance in Secondary Schools in Kieni Constituency, Kenya

Abstract

Quality Assurance ensures that teaching and learning processes are effective and that progressive academic outcomes are achieved. This study evaluated the influence of internal quality assurance practices carried out by principals on students' academic performance in secondary schools in Nyeri County. The study was guided by Supervisory-Matrix centered Theory by Frawley-O'Dea and Sarnat. The study employed the descriptive survey research design and it targeted 1004 respondents comprising 56 principals, 944 teachers and four Sub County Quality Assurance Officers (SQASOs) from which a sample of 18 principals, 290 teachers and two SQASOs was drawn. Purposive sampling was used to select principals and SQASOs while stratified simple random sampling was used to sample teachers according to their administrative duties. Data was collected by use of questionnaire and interview schedule. Validity of the research instruments was done by seeking expert view from supervisors and academicians. A pilot study was conducted in two schools outside Kieni constituency produced a Cronbach Alpha Coefficient of 0.82 which implied that their reliability was adequate to permit usage in the study. Quantitative data was analyzed by use of both descriptive statistics and inferential statistics. Qualitative data was subjected to content analysis where responses were categorized into common themes related to the objectives of the study. The study found out that the practice of examining professional documents such as schemes of work, lesson plans, and records of work, lesson notes and lesson attendance registers was related to the academic performance of the students. The more frequently the practice is carried out, the better the academic outcomes of the learners. Prudent management of teaching/ learning resources such as libraries, ICT equipment, science laboratories as well as sporting equipment by the school administrators to ensure adequate supply and maximal utilization was found to be closely related to the academic performance of the students. The frequency at which the principals gave feedback to the teachers on the internal quality assurance activities was found to correlate to the academic performance of the students. The frequency at which the principals reviewed and monitored the coverage of the syllabus was found to be linked to the academic performance of the students. Principals who closely monitor the extent and depth of coverage of the syllabus were found to post better academic performance in their schools.