International Journal of Social Science & Economic Research
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Rael Karimi kimathi, Dr. Jared Ntabo Anyona, SR. Dr. Lucy Achieng

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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.

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, Accessed Aug. 2019.
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
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.

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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.