The Relationship between School Burnout, Gender and Academic Achievement amongst Secondary School Students in Kisumu East Subcounty Kenya

Abstract

School burnout reduces productivity and creativity and is related to low goal progress which subsequently leads to delay in studies and low educational aspirations. The purpose of this study was to investigate the prevalence of school burnout and its relationship with gender and academic achievement The objectives of the study were to: Establish school burnout levels, determine gender differences in school burnout and Determine differences amongst high and low academic achievers in school burnout. The study was guided by Work Burnout theory. A descriptive survey research design was adopted for the study. The study population consisted of 4500 students. A sample size of 450 was selected based on Nkpa’s formula. Stratified random sampling technique was used. Questionnaires and document analysis guide were used for data collection. Reliability was computed using Cronbach’s alpha: for school burnout, it was 0.8. Face and content validity were ascertained by experts in the Department of Educational Psychology the author respectively. Data was analyzed using descriptive statistics as well as inferential statistics. There were significant gender differences in cynicism with females reporting higher levels than males. Low achievers reported more school burnout. The study may be useful to teachers, counselors, administrators and parents who may be able to assist students reduce burnout. This research is also important for policy. The government may enforce school holidays devoid of tuition. It is recommended that programs be developed that create awareness and encourage students’ to reduce school burnout