Title:
PARENTAL CONFLICTS AND PERFORMANCE IN INTERNAL EXAMINATIONS: THE CASE OF STUDENTS IN MIXED DAY SECONDARY SCHOOLS IN KENYA

Authors:
Lumadede Everlyn, Amunga Jane, and Amusala Ikoha

Abstract:
The objective of this study was to investigate how parental conflicts influence internal examination scores. This study was guided by the Family System Theory (Bowen). The study adopted- mixed-method design combining the elements of both quantitative and qualitative research. From a target population of 6340 subjects, the accessible population was 450 respondents comprising 356 students, 59 class teachers, 15 G/C teachers, and 20 parents who participated in the study. The study adopted purposive and simple random sampling techniques and the desired sample was derived using the Krejcie and Morgan sample size formula (1970). Validity was done using Cronbach’s alpha and reliability done using Confirmatory Factor Analysis with recommended values of above 0.7 and 0.5 respectively. Data collection instruments were questionnaires, interview schedules, FGD guide, and document analysis checklist. Data was processed and analysed both inferentially and descriptively. The qualitative data was analysed thematically and merged for presentation. Quantitative data was analysed using SSPS version 27 to generate descriptive statistics including frequencies and percentages. The correlation between the variables was done using PPMC. The findings indicated that parental conflicts had a negative influence on internal examination scores. The study established that students were unable to complete their assignments as these conflicts denied them time to prepare for exams and complete assignments. The correlation coefficient of parental conflicts on internal examination scores was-0.782. This implied a significant negative correlation between parental conflicts on internal examination scores. Therefore, the study recommended that schools in Nandi Central Sub County, Nandi County, establish a structured support system to assist students in completing their assignments by involving them in and after school homework clubs and additional guidance outside the classroom. It recommends that schools should initiate outreach programs aimed at educating parents about the critical role they play in their children’s academic success.

Keywords:
Parental Conflicts, Academic Achievements, Academic Performance

DOI:
https://doi.org/10.37500/IJESSR.2024.7519

Date of Publication: 28-10-2024