Vol. 1, Issue 3 (2016)
The relationship between school holiday coaching and learners’ morale and performance in national examinations in secondary schools in Keiyo South Sub-Country, Kenya
Author(s): Kipsang Andrew
Abstract: Irrespective of the consistent bans on holiday tuition by the Ministry of Education in Kenya, holiday tuition is still being practiced by secondary schools. This necessitated an investigation into the rationality of this practice. The study sought to investigate the influence of privatized holiday coaching on the teaching-learning process in secondary schools in Keiyo South sub-County. Based on the study, this paper examines teachers’ perceptions on the relationship between school holiday coaching and learners’ morale and performance in national examinations. The study adopted a descriptive survey design and was grounded on Social Learning Theory advanced by Vygotsky. The target population comprised all principals and teachers in the 35 secondary schools in Keiyo South sub-County. Since the number of secondary schools was considered low, all the secondary schools were selected for the study using census sampling technique. A total of 35 principals were purposively selected. Five teachers were randomly selected from each of the sampled schools yielding a sample size of 175 teachers. Questionnaire for teachers and interview schedule guide for principals were the main data collection tools. Cronbach’s alpha coefficient was computed to assess the reliability of research instruments. Open-ended questions were analyzed through reporting emerging themes. The themes emerging from secondary data were identified to augment the primary data. Quantitative data was analysed descriptively. Study findings were presented in form of charts, graphs, and cumulative frequency tables. The study established that teachers perceive school holiday coaching as having a positive significance on learner morale and learners’ performance in KCSE. The study recommends that the government needs to lift the ban on school holiday coaching and instead recognize, actively encourage and regulate the practice in secondary schools.