Browsing by Author "Ochola, Michael Babu"

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    Role of Peer Mentorship Programs on the Academic Performance of Secondary School Students in Kenya: A Case of Macheo in Kibra, Nairobi County
    (Daystar University, School of Human and Social Sciences, 2020-06) Ochola, Michael Babu
    The purpose of this study was to investigate the role of peer mentoring on the academic performance of secondary students; a case of Macheo mentoring program in Kibra. Its objectives were to establish how peer mentoring affected academic performance of secondary students in Kibra informal settlement, investigate the factors that affected peer mentoring influence on the academic performance of secondary students in Kibra informal settlement and find effective approaches of peer mentoring that can improve academic performance. The study used a descriptive research design and it targeted four low-cost, private, mixed schools in Kibra. Simple random sampling technique was used to a sample forty respondents for the study. Questionnaires, from a sample size of 40, 30 students and 10 teachers, were used in data collection and the data was analysed using the Statistical Package for Social Sciences. The study found that the factors that affected peer mentoring influence on the academic performance included time allocated for mentoring at 24(87%), inclusion of academic & personal growth in mentoring programs at 25(90%), active engagement between the mentor and the mentee at 25(90%) and clearly outlining expectations of the result of the mentoring session at 24(85%). Further, the study established that peer mentoring equipped students with necessary skills to tackle challenges, enabled students to take challenges positively, led to behaviour change among the mentees and it has improved students’ academic ability. The study also established that the program has improved students learning approach both mentally and academically, enabled students to realize themselves and change their attitudes and enabled students to unlock their potential. It was concluded that there exists a positive relationship between peer mentoring and students’ academic performance. The study recommended that mentorship programs such as Macheo, which is an afterschool peer mentoring program that uses university students to mentor and tutor secondary school students from Kibra, need to be adopted and implemented in every school in order to improve education standards in Kenya and also increase the transition rates to tertiary institutions.