The School Culture in Demystifying The “Failure Syndrome” In A Kenyan High School

  • John Koskey Chang’ach Moi University
Keywords: Culture, Demystify, Failure, School, Stream, Syndrome

Abstract

The issue that this study addresses is to find out why students in D classes (form one D; two D; three D and four D) historically perform poorly in class and eventually in Kenya Certificate of Secondary Education (KCSE) compared to other classes in the school. To address this problem, the purpose of this study will be to discover why this particular stream historically performs dismally. To gather data, a questionnaire was administered to 52 students. The questionnaires were coded and analyzed. This data lead to the following five themes: school administrative support, self-efficacy, teachers, the other streams of students and parent involvement. These themes will be useful for understanding why this group of students performs poorly.

Author Biography

John Koskey Chang’ach, Moi University

 Department of educational Foundations, School of Education, Moi University, Kenya.

 changach65@gmail.com

References

1. Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.
2. Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.
3. Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.
4. Bronfenbrenner U. (2001). Making humans beings human: Bioecological perspectives on human development, Thousand Oaks, CA: Sage
5. Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
6. Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
7. Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.
8. Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change, 1, 90-105.
9. Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria, Australia: Deakin University Press.
10. Kochendorfer, L. (1994). Becoming a reflective teacher. Washington, DC: National Education Association.
11. Little, J.W. (1981). School success and staff development: The role of staff development in urban desegregated schools. Boulder, CO: Center for Action Research, Inc.
12. McFarland, K.P., & Stansell, J.C. (1993). Historical perspectives. In L. Patterson, C.M. Santa, C.G. Short, & K. Smith (Eds.), Teachers are researchers: Reflection and action. Newark, DE: International Reading Association.
13. McTaggart, R. (Ed.). (1997). Participatory action research: International contexts and consequences. Albany, NY: State University of New York Press.
14. Noffke, S.E., & Stevenson, R.B. (Eds.). (1995). Educational action research: Becoming practically critical. New York: Teachers College Press.
15. O’Hanlon, C. (Ed.). (1996). Professional development through action research in educational settings. Washington, DC: Falmer Press.
16. Oja, S.N., & Smulyan, L. (1989). Collaborative action research: A developmental approach. New York: Falmer Press.
17. Pine, G.J. (1981). Collaborative action research: The integration of research and service. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Detroit, MI.
18. Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: Association for Supervision and Curriculum Development.
19. Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127.
Published
2018-03-27
How to Cite
Chang’achJ. (2018). The School Culture in Demystifying The “Failure Syndrome” In A Kenyan High School. JOURNAL OF SOCIAL SCIENCE RESEARCH, 12(1), 2608-2618. https://doi.org/10.24297/jssr.v12i1.7150