Effect of Planned Learner Behavior on Learner Achievement in Secondary Schools of West Pokot Kenya: Addressing Punctuality, Attendance and Participation

Julius Chemkenei Koring’ura; Paul Amollo Odundo; Genevive Wanjala

Julius Chemkenei Koring’ura University of Nairobi
Paul Amollo Odundo University of Nairobi
Genevive Wanjala University of Nairobi

Keywords: Planned learner behavior

Abstract

Planned learner behavior is integral in school-based planning, which foster a conducive environment for higher academic achievement. Well-structured planned behaviors contribute to developing intrinsic and extrinsic competencies crucial for mastering material measured for high attainment. School settings intentionally designed for welcoming planned learner behavior, including punctuality and engagement, may result in improved academic scores, fostering interest and better retention of content learnt. However, where learned behavior is inappropriately planned, instructional processes may be negatively skewed for enhanced learning attainment. Study objective was to examine the effect of punctuality, attendance, and participation on learner achievement in county secondary schools in West Pokot, Kenya.

The theoretical foundation was institutional theory, asserting that schools, as social organizations, align with societal norms and values. The adoption of a positivism paradigm and a quantitative approach facilitated examination of planned learner behavior on academic attainment.

The study employed descriptive survey research design involving 133 secondary schools, using probability sampling, questionnaires, and key informant interviews. The sampling approach resulted in selection of 366 teachers spread across 64 secondary schools. Statistical tools, including linear regression and SPSS, were used in quantitative analysis, while qualitative data were thematically analyzed.

The results revealed a statistically significant model, indicating that learner punctuality, class attendance, and class participation significantly influenced learner achievement. The predictor variables; learner punctuality (Beta coefficient=.219, t=9.482, p=0.000), class attendance (Beta coefficient=.149, t=6.123, p=0.000) and class participation (Beat coefficient=.129, t=5.705 & p=0.000), demonstrated significant positive coefficients, suggesting a positive association with increased learner scores. Punctuality had strongest influence on learner attainment while participation had the least contribution. The study recommended implementing and strengthening administrative measures for punctuality, through reward system, to cultivate a positive culture of timeliness. Additionally, study suggested developing and enforcing regularity of attendance, with clear consequences for absenteeism.