Influence of teachers’ appraisal on teaching methods on students’ academic performance in public schools for Kenya certificate of secondary education
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Abstract
The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To examine how appraisal of teachers teaching methodology influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on teaching methods and students’ academic performance using Chi square test was = 0.9625 3.84l. The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on teaching methods and students’ academic performance. The study recommends TSC to establish, amend, the current appraisal process and provide professional development growth of teachers to enable them to be motivated when preparing and planning for instruction. To teachers, there is need to have high levels of commitments in preparation and planning, use of relevant teaching /learning materials and use diverse methods which leads to quality teachings and learning process in all classes
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