INFLUENCE OF TEACHERS’ TARGET CONTACT-HOURS ADHERENCE OF LESSON ATTENDANCE MONITORING ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN WEST-POKOT SUB COUNTY, WEST-POKOT COUNTY, KENYA

Safina Lorimom, Dr. Peter Simotwo, Dr. Emily Chepkoech

Abstract


Educationists in their various dockets oversee learners and teachers converge on this one common parameter: lesson attendance. The monitoring is for learners’ education consumption and management of teachers’ education service provision for students’ academic performance. Therefore, this study investigated the influence of teachers’ target contact-hours adherence of lesson attendance monitoring on students’ academic performance for students in public secondary schools in West-Pokot Sub-County. The study was pinned on the Systems Theory. The descriptive survey design was used to examine a target population of 698 people. Krejcie and Morgan table was used to determine a sample size of 248 respondents. Questionnaire was used to collect data. The study employed both descriptive and inferential statistics in analysis and used correlation and regression analysis as key analytical models. Regression results demonstrated that target contact hours adherence had statistically significant influence on students’ academic performance. The study recommends that school management in the Sub-County should make more attempts in carrying out subjects contact hours of teachers.

Keywords: Target Contact-Hours, Lesson Attendance Monitoring, Students’ Academic Performance


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