Exploring student performance variations at Kisii University: An investigation of teaching methods, faculty comparisons, and academic progress

Introduction

Numerous investigations have been conducted on elements that impact scholarly performance in universities. One exploration focused on the influence of students' socioeconomic background on academic achievement in universities, examining students at Kisii University (Okioga CK, 2013) [1] . The exploration revealed that socioeconomic background significantly affects academic performance. Another study assessed the efficacy of learner-centred approaches in the integrated English curriculum in secondary schools in Bungoma County, Kenya (Matere A 2022) [2] . The study discovered that students had a positive perspective towards English, and their achievement was moderate. An additional examination explored the effect of teaching staff development on students' academic performance in Kisumu County, Kenya (Elizabeth OA, Yambo JMO, Getange NK, 2022) [3] . The study demonstrated that teaching staff development significantly impacted students' academic performance. Factors that influence the performance of Kenyan secondary school students in English grammar were evaluated in a research study (Ombati JM, et al.) [4] . The investigation found that factors such as parental engagement, teacher competence, and student motivation significantly influenced academic achievement. These findings highlight the importance of various elements in determining academic performance. The studies underscore the significance of socioeconomic background, instructional methods, and other influential factors in shaping students' achievement. As we unravel the complexities associated with academic success, it becomes increasingly evident that a comprehensive understanding of these factors is vital to foster an environment conducive to optimal learning outcomes.

The main objectives of this study aimed to evaluate the effectiveness of teaching methods, identify the multifarious factors contributing to performance disparities, compare achievements across diverse faculties, and depict the academic progress of individual students at Kisii University. These objectives were anchored in the necessity of comprehending the pedagogical approaches employed by the university, uncovering the underlying causes of performance disparities, gauging achievements across faculties, and understanding individual students' scholastic advancement. To accomplish these objectives, a descriptive survey research design was adopted. The target population consisted of all students enrolled at Kisii University, encompassing various academic disciplines and faculties. Purposeful sampling techniques facilitated the selection of a representative sample of 92 participants, ensuring adequate representation across faculties and academic levels. Data gathering involved administering questionnaires designed to capture essential information regarding teaching methods, factors influencing performance disparities, faculty comparisons, and individual students' academic progress. After data collection, statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) software. A blend of descriptive and inferential statistical techniques, including chi-square tests, aimed to uncover associations and relationships among the variables under scrutiny. The findings provided valuable insights into student performance at Kisii University. Specifically, the School of Pure and Applied Sciences (SPAS) emerged as a stronghold of excellence, outshining other faculties. Inadequate personal study emerged as the most significant factor influencing performance disparities. Moreover, students displayed a marked preference for physical classes, relegating online alternatives to a secondary role. On a broader scale, the overall performance rating of the university was average. Based on the findings, it is advised that Kisii University and other stakeholders consider the identified variables, including teaching methods, factors influencing performance disparities, faculty comparisons, and academic progress. Additionally, the institution should prioritize bolstering student performance through effective facilitation, thereby reducing performance disparities across faculties. This research represents a significant contribution to the existing body of knowledge on student performance within tertiary education institutions. By shedding light on the factors underpinning performance disparities and providing valuable insights into effective teaching methodologies, the study equips educational practitioners, administrators, and policymakers with vital information to enhance the overall quality of education and elevate student outcomes.

Methodology Research Design

The research design employed in this study embraced a descriptive survey approach, enabling a comprehensive investigation of performance disparities among students at Kisii University. This design facilitated the collection of data that meticulously described and examined various facets of student performance, teaching methods, faculty comparisons, and academic progress within the institution. Participants: The target population for this study included all students enrolled at Kisii University. To ensure representation across diverse faculties and academic levels, purposeful sampling techniques were utilized. A sample size of 92 participants was selected based on these sampling methods.

Data Collection

The process of data collection revolved around administering well-crafted questionnaires. These questionnaires were adeptly designed to capture pertinent information relating to teaching methods, factors influencing performance disparities, faculty comparisons, and individual students' academic progress. The questionnaires were distributed among the selected participants, who were encouraged to respond candidly and accurately.

Data Analysis

The collected data underwent comprehensive analysis using the esteemed Statistical Package for the Social Sciences (SPSS) software. Descriptive statistics were harnessed to summarize and illuminate the salient characteristics of student performance, teaching methods, and academic progress. Inferential statistics were employed to uncover associations and relationships between variables. Using chi-square tests, the analysis delved into potential significant associations within the variables under investigation.

Ethical Considerations

Throughout the research endeavour, ethical guidelines were strictly adhered to, ensuring the protection of participants' rights and privacy. Prior to participating in the study, informed consent was diligently obtained from all participants. Confidentiality and anonymity were safeguarded by assigning unique identifiers to each participant and securely storing the data.

Limitations

The findings of this study should be interpreted within the context of several limitations. Firstly, the sample size of 92 participants may limit the generalizability of the findings to the entire student population at Kisii University. Additionally, the study relied on self-reported data, which may be susceptible to response bias. Furthermore, the cross-sectional nature of the research design limits the establishment of causal relationships between variables.

Conclusion

The utilization of a descriptive survey research design, purposeful sampling techniques, and data analysis using the esteemed SPSS software facilitated a comprehensive examination of student performance at Kisii University. The collated data gleaned from meticulously designed questionnaires provided valuable insights into teaching methods, factors influencing performance disparities, faculty comparisons, and academic progress. These findings enrich the existing body of knowledge on student performance within tertiary education institutions and offer recommendations to enhance educational practices and elevate student outcomes.

Results

This section presents the findings of the research study, discussing the outcomes of each objective. The objectives were examined through both descriptive and inferential analyses. The responses from students at Kisii University regarding their preferred method of learning are summarized in Table 5.1. The majority of students (91.3%) indicated a preference for physical classes, while only 8.7% preferred online classes. This data suggests that physical learning is the most favoured teaching method at Kisii University.

Most Preferred Teaching Methods at Kisii University Description of the Most Preferred Method of Teaching

From the frequency table above, it is evident that the choice of teaching method has an impact on student performance.

The analysis shows that physical learning is the most preferred method at Kisii University.

Inferential Analysis

Inferential analysis was conducted to examine the association between gender and the preferred mode of learning. A chisquare test was performed to determine the relationship. The results of the chi-square test are presented in Table 5.2. With a p-value of 0.555, there is no significant relationship between gender and the preferred mode of learning. 5.2 Cause of Variation in Performance at Kisii University.

Description of the main cause of student underperformance

Inferential Analysis

An inferential analysis was conducted to determine the association between the causes of student underperformance and their performance. A chi-square test was employed for this purpose. The results of the chi-square test are presented in Table 5. 4. With a p-value of 0.547, there is no significant relationship between the causes of student underperformance.

Chi-Square Tests

Performance of students in different faculties at

Inferential Analysis

An inferential analysis was conducted to determine if there were significant differences in performance among the faculties. A chi-square test was performed. 5.6 displays the responses regarding the average performance of students at Kisii University. The majority of students (52.2%) rated their performance as "Average", while 38.0% considered their performance as "Good", and 9.8% rated it as "Low". In general, the performance of students at Kisii University is considered average based on the findings, with a small percentage of students achieving lower performance.

Inferential Analysis

An inferential analysis was conducted to examine the relationship between students' performance and their year of study at Kisii University. A chi-square test was used. The results of the chi-square test are presented in Table 5.7. With a p-value of 0.161, there is no significant relationship between students' performance and their year of study. Therefore, the null hypothesis that there is no significant difference in performance based on the year of study is accepted.

Chi-Square Tests

Conclusion

This chapter delves into a profound exploration of the diversification in student accomplishment at Kisii University, shedding light on pivotal factors that impact learners' triumphs. The findings of this inquiry hold invaluable insights for instructors, policymakers, and learners, providing a comprehensive comprehension of the intricate and interconnected components that contribute to scholarly prosperity. Furthermore, the chapter establishes an essential

References

1. Okioga CK. The impact of students' socio-economic background on academic performance in Universities, a case of students in Kisii University College. American International Journal of Social Science. 2013;2(2):38-46.
2. Elizabeth OA, Yambo JMO, Getange NK. Influence of Principals' Teaching Staff Development on Students' Academic Performance in Kisumu County, Kenya. J Adv. Educ. Philos. 2022;6(7):410-418.
3. Ombati JM, Omari LN, Ogendo GN, Ondima PC, Otieno RR. Evaluation of factors influencing the performance of Kenyan secondary school students in English grammar: A case of Nyamaiya division, Nyamira County, Kenya. Evaluation. 2013;4:9.