Stephen Munguti


This study investigated the relationship between variety of learning resources and students’ academic performance. The objective of the study was to assess the influence that access to a variety of learning resources has on students’ academic performance in geography in the Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Makueni County. The study was guided by the Classroom Instruction Theory using the descriptive survey design. Both stratified and simple random sampling methods were applied in drawing a sample. Data was collected from 422 respondents who included 29 principals, 30 teachers of geography and 363 Form Three students. Data was collected using questionnaires and an observation checklist. Questionnaires were used to collect data from principals, teachers and students. The observation checklist was used in observing geography lessons. Both descriptive and inferential statistics were used to analyse collected data and included means frequencies, cross-tabulations, percentages, correlation and regression analysis. Qualitative data analysis was done using a mixed method of case by case analysis as well as cross case analysis. The findings of the study showed that there was a correlation between variety of learning resources and performance in geography at 0.196. The null hypothesis on variety was rejected. The study therefore concluded that access to variety of learning resources promoted academic performance in geography in KCSE in public secondary schools in Makueni County. It was recommended that teachers should be encouraged to use a variety of learning resources in the teaching process in Makueni County. 


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