IJSSER

Title: INFLUENCE OF STUDENTS' CLASS RETENTION PERCEPTION ON STUDENTS' ACADEMIC ACHIEVEMENT IN BUURI SUB COUNTY, MERU COUNTY, KENYA
Authors: Rael Karimi kimathi, Dr. Jared Ntabo Anyona, SR. Dr. Lucy Achieng
\|\| \|\|
1Rael Karimi kimathi, 2Dr. Jared Ntabo Anyona, 3SR. Dr. Lucy Achieng 1. The Catholic University of Eastern Africa 2. Department of post graduate studies in Education (Research Methods) Catholic University Of Eastern Africa 3. Department of Post graduate studies in Education (Educational Psychology) Catholic University of Eastern Africa.
MLA 8 Kimathi, Rael Karimi, et al. "INFLUENCE OF STUDENTS' CLASS RETENTION PERCEPTION ON STUDENTS' ACADEMIC ACHIEVEMENT IN BUURI SUB COUNTY, MERU COUNTY, KENYA." Int. j. of Social Science and Economic Research, vol. 4, no. 8, Aug. 2019, pp. 5466-5478, ijsser.org/more2019.php?id=417. Accessed Aug. 2019. APA Kimathi, R., Anyona, D., & Achieng, S. (2019, August). INFLUENCE OF STUDENTS' CLASS RETENTION PERCEPTION ON STUDENTS' ACADEMIC ACHIEVEMENT IN BUURI SUB COUNTY, MERU COUNTY, KENYA. Int. j. of Social Science and Economic Research, 4(8), 5466-5478. Retrieved from ijsser.org/more2019.php?id=417 Chicago Kimathi, Rael Karimi, Dr. Jared Ntabo Anyona, and SR. Dr. Lucy Achieng. "INFLUENCE OF STUDENTS' CLASS RETENTION PERCEPTION ON STUDENTS' ACADEMIC ACHIEVEMENT IN BUURI SUB COUNTY, MERU COUNTY, KENYA." Int. j. of Social Science and Economic Research 4, no. 8 (August 2019), 5466-5478. Accessed August, 2019. ijsser.org/more2019.php?id=417.
References [1]. Allen, C. S., Qi Chen, V. L., Willson, & Hughes, J. N. (2009). Quality of Research Design moderates Effects of Grade Retention on Achievement: A Meta-analytic, Multilevel Analysis. Educational Evaluation and Policy Analysis, 31(4), 480-499. [2]. Cannon, J. S., & Lipscomb, S. (2011).Early Grade Retention and Student Success: Evidence from LosAngeles. Retrieved from http://www.ppic. org/content/pubs/report/R_311JCR.pdf. [3]. Cham, H., Hughes, J. N., West, S. G., & Im, M. H. (2015). Effect of Retention in Elementary Grades on Grade 9 Motivation for Educational Attainment. Journal of School Psychology, 53(1), 7-24. [4]. Garcia-Perez, J. I., Hidalgo-Hidalgo, M., & Robles-Zurita, J. A. (2014). Does Grade Retention Affect Students' Achievement? Some Evidence from Spain. Applied Economics, 46(12), 1373-1392. [5]. Jacob, B., & Lefgren, L. (2009). The Effect of Grade Retention on High School Completion. American Economic Journal: Applied Economics,1(3), 33-58.doi: 10.1257/app.1.3.33. [6]. Jimerson, S. R., & Ferguson, P. (2007). A Longitudinal Study of Grade Retention: Academic and Behavioral Outcomes of Retained Students through Adolescence. School Psychology Quarterly, 22(3), 314-339. [7]. Johnson, G. M., & Howell, A. J. (2009). Change in Pre-service Teacher Attitudes toward Contemporary Issues in Education. International Journal of Special Education, 24(2), 35-41. [8]. Kwena, J. A (2007). An Investigation into Selected Factors on Academic Self-Concept Among Primary School Pupils in Bondo District (PhD Thesis). Nairobi: Kenyatta University. [9]. Mbuva, J. M. (2011). An Examination of Student Retention and Student Success in High School, College, and University. Journal of Higher Education Theory and Practice, 11(4), 92. [10]. Muchemwa, S. (2017). Grade Retention at Primary School: What the Teachers in Zimbabwe Say. International Journal of Social Sciences & Educational Studies, 3(3), 82-93. [11]. Nangithia R.M. (2016). Students and Teachers' Retention Perception as Predictors of Self Esteem and Academic Achievement in Secondary Schools (PhD Thesis). Retrieved from http://ir-library.ku.ac.ke/ [12]. Ochieng, M. A. (2010). Factors Influencing Retention Rate of Girls in Secondary Schools in Ndhiwa Sub-County Homa-bay County, Kenya (Masters Thesis), Kenyatta University, Nairobi. [13]. Odhiambo, F., & Shinali, M. C. (2015). Towards Improved Access to Secondary Education in Kenya: A Focus on in-School-Factors that Hinder Effective Transition from Primary Schools. International Journal of Education and Research, 3(12), 157-172. [14]. Pettay, B. L. (2010). Grade Retention as Perceived by Kindergarten through Third Grade Teachers. Theses, Dissertations and Capstones. 785. Retrieved from https://mds.marshall.edu/etd/785 [15]. Viland, K. R. (2001). The Effectiveness of Grade Retention as an Intervention Strategy for Academic Failure (Doctoral Dissertation). University of Wisconsin-Stout. [16]. Wu, W., West, S., & Hughes, J. (2010). Effect of Grade Retention in First Grade on Psychosocial Outcomes. Journal of Educational Psychology, 102(1), 135.
Abstract: The study sought to examine the influence of students' perception of class retention on academic achievement in public secondary schools in Buuri sub-county, Meru County, Kenya. Retention decisions in Kenya are arrived at in most instances without consulting the students. The decisionmaking by the teachers is usually influenced by previous experiences or influence by other teachers (Perrachione, 2008). Thus, at times, the students are forced to repeat without their free will. This usually has a negative effect on the students' social well-being and lead to low esteem in most instances. The study employed descriptive and explanatory study designs. The study population comprised 1263 form four students from 34 public secondary schools within Buuri Sub County, Meru County, Kenya. Stratified sampling and simple random sampling was utilized to pick respondents comprised in the research. A total of 132 students were sampled, which was approximately 10% of the accessible population. Data for the study was collected by use of selfadministered and structured questionnaires. Descriptive statistics, T - test, and Person correlation analyses were utilized for data analysis. The study revealed that there was a positive correlation between students' class retention perception and students' academic achievement. Besides, an independent-sample t-test indicated that the academic scores for students exhibiting positive class retention perception was higher than their counterparts exhibiting negative class retention perception. It was established that when a student perceives class retention is beneficial and not a mode of punishment, it is likely that the said student will work hard to reap the benefits of class retention and hence post high academic scores. Repeaters who perceive class retention as a punishment feel demoralized, loose hope in their academic abilities and as a result their selfesteem is punctured. Consequently, they are passive in the learning process, lack the zeal to seek academic excellence and hence post low academic scores. It was concluded that students' class retention perception had a significant influence on students' academic achievement. Students who perceived class retention positively received overwhelming support from teachers and classmates, exhibited a high self-drive, and were generally disciplined and these factors contributed to high academic achievement. It is recommended that teachers, parents and other immediate stakeholders of the school should fully support students who have decided to repeat a class on their own volition as such support could positively impact on the students' perception on class retention and thus influence students' academic achievement to the positive.

IJSSER is Member of