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Implementation of games programs and its contribution to Students’ academic achievement in secondary schools in Rongo Sub county, Kenya

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dc.contributor.author OKINYI, Derrick Deya
dc.date.accessioned 2019-01-16T12:39:58Z
dc.date.available 2019-01-16T12:39:58Z
dc.date.issued 2017
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/833
dc.description.abstract ABSTRACT: Implementation of games varies from one school to another due to the varied support given based on its effects on learners academic achievement. Studies with varying results on the relationship between games and academic achievement further complicates their place in secondary schools. Between2008 to 2010, no secondary school in Rongo Sub County reached the national level of games competitions, signaling low achievement. Between 2007 and 2009, Rongo Sub County secondary schools posted mean scores of 5.100, 5.1471 and 5.3158 respectively translating to a C- which is below the entry grade into university. Based on studies, implementation of games determines the outcome of participation in games which affects the academic achievement of learners. Implementation is unique in that it determines the level of performance in games. The purpose of this study was to establish the implementation of games and its influence on students’ academic achievement in secondary schools in Rongo Sub County. The objectives of this study were therefore, to: establish the relationship between administrative support for games and academic achievement, find out the relationship between students’ attitude towards implementation of games and academic achievement, establish the relationship between the methods of implementation of games and academic achievement, investigate the relationship between levels of students participation in games and academic achievement and examine the relationship between participation in games and academic achievement. The study adopted descriptive survey, correlation and ex post facto designs. The study population consisted of 50 head teachers, 50 games teachers and 2000 form fours. The pilot involved 4 head teachers, 4 games teachers and 20 form fours. Saturated sampling technique was used to select the 46 games teachers and 46 head teachers for the study. Simple random sampling was used to select 700 form fours. Questionnaires, interview schedules, observation schedule and document analysis guide were used to collect data. Qualitative data was analyzed descriptively in frequencies, percentages, means, and standard deviation. Pearson’s product moment correlation was used to analyze inferential statistics. Qualitative data was received in verbatim, transcribed and reported according to emerging themes. The study established that there was a positive correlation between administrative support and academic achievement, the was a minimal positive correlation between students attitude towards games and academic achievement, there was a minimal positive correlation between methods used in implementing games and academic achievement, there was a positive correlation between level of participation in games and academic achievement, there was a minimal positive correlation between participating in games and academic achievement. The study recommends the strengthening of support for games by schools administration, allowing students to take part in games of their choice, games teachers to employ variety of methods in implementing games and students be encouraged to take part in games. The ministry of education, the government and other stakeholders may find this study useful in improving performance of students in games and academic achievement in secondary schools in Rongo Sub County. en_US
dc.language.iso en_US en_US
dc.publisher Maseno University en_US
dc.subject CURRICULUM STUDIES en_US
dc.title Implementation of games programs and its contribution to Students’ academic achievement in secondary schools in Rongo Sub county, Kenya en_US
dc.type Thesis en_US


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