Influence of Personality on Performance of Boy Child in Languages in Day Secondary Schools in Awendo Sub-County, Kenya
Keywords:
Keywords: Boy-Child, Languages, Performance, PersonalityAbstract
Several research finding statistics show persistent and consistent poor performance of the boy child in languages. Therefore, there was need to assess how personality influence performance of boy child in languages in Day Secondary Schools in Awendo Sub-County, Kenya. The study was guided by two different theories: Gardner’s Theory (Socio-Educational Model) and The Behavioral Theory. The study employed mixed method approach with a cross-sectional survey research design where both quantitative and qualitative data were collected and analyzed. The target population comprised 1400 form four boys, 78 language teachers and 39 principals in 39 public day secondary schools totaling to a population of 1517. A simple random sampling technique was used to select 12 public Day Secondary Schools. Purposive sampling was used to select 24 language teachers and 12 principals while 420 form four boys were also selected purposively. A total sample size of 456 was incorporated in the study. Data collection tools included interview schedules which were used to collect qualitative data from principals and questionnaires collected data from form four students and language teachers. Pilot study was conducted in order to check the reliability and validity of the instruments. Validity was established through the test- retest method. Data was analyzed descriptively into frequencies, percentages, mean ratings and overall mean ratings and inferentially into Pearson’s correlation at 0.05 level of significance and t-test. The findings were that personality positively and strongly influence performance of boy child in languages at r=.792, p=.000<.05. The findings of this study are expected to help the principals, language teachers and other education stakeholders to find a better way of enhancing boy child personality during language lessons.
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