Influence of School Culture on Secondary School Students’ Performance in Mathematics in Nyahururu and Laikipia North Sub- Counties, Laikipia County, Kenya
Authors: Mugo Philip Maina , Kibera Lucy W. , Masese Alice , Ngaruiya Boniface 
Published: August 2024

Success in Mathematics is valued in all societies in view of the fact that it forms a strong foundation for a country’s advancement in science, technology, financial and human capital development. This has made educational stakeholders to consider performance in Mathematics to be a major issue of concern in secondary schools. Nevertheless, the desired Mathematics learning outcomes amongst secondary school students in Kenya and especially in Nyahururu and Laikipia North Sub-Counties has not been outstanding. Hence, this study examined the influence of school culture on secondary school students’ performance in Mathematics in Nyahururu and Laikipia North Sub-Counties of Laikipia County in Kenya. Specifically, the study examined the influence of school culture in terms of assessment strategies, school schedule for classes and school motivation strategies on students’ performance in Mathematics. This study was based on conflict theory. By using ex post facto research design, data was collected from a sample of 393 respondents in both Sub-Counties. The Central Limit Theorem of selecting 30% of the population as the sample size was used to select 16 secondary schools which were classified as single sexed boys’ schools, single sexed girls’ schools, mixed day schools and mixed boarding secondary schools. The study applied stratified random sampling technique in order to distribute respondents proportionately to the four-school type stratus. Data collection was done using both students’ and their Mathematics teachers’ questionnaires as well as personal interviews for their principals. Students’ Focus Group Discussions were also used for the purpose of triangulation of data. Research instruments’ reliability was estimated using test-retest and was at an average of r=0.8 (80%) while validity was determined by piloting the research instruments in four schools that were in the study area and the changes that emanated and were found to be ideal were integrated. The nominal data was analyzed using frequencies and percentages and ordinal data was analyzed using regression analysis at 0.05 level of significance using Statistical Package for Social Sciences (SPSS). The study revealed that a statistical relationship exists between school culture and students’ performance in Mathematics with Linear Regression analysis at (r2=0.629; p>0.0404). These study findings led to lessons and implications on heightening students’ performance in Mathematics which comprise the need for school managers to formulate policies that address issues that affects their school’s cultural factors as these factors influence students’ performance in Mathematics directly. There is a need for educational stakeholders to realize the need for adequate resources to all schools regardless of their gender composition as their availability enhances students’ performance in Mathematics. Finally, there is a need for Mathematics teachers to create or identify social and personal factors that create an ideal believe about the source of academic success as it influences students’ performance in Mathematics.