Journal of Global Research in Education and Social Science

The educational system in Kenya is viciously competitive and based on an 8-4-4 program, with 8 years of primary, 4 years of secondary, and 4 years of university education. The system comprises of comprehensive national examinations at the primary and secondary school levels. The funnel-shaped nature of the system makes access to secondary and higher education a literal uphill task for students, teachers and parents. This task is particularly challenging for low-achieving students. Guided by the Bronfenbrenner’s ecological framework, the purpose of the study was to examine the influences of school and community on low-achieving students’ academic success. The Assessment of School Needs for Low-Achieving Students: Staff Survey Instrument was administered to 150 primary education teachers and administrators from rural public schools in Nyeri County, Central Province of Kenya in June 2015. Multiple regression tests indicated that teachers’ classroom management, school climate, and parents’ involvement played significant roles in students’ learning and success. Further and more specific inquiry is necessary to determine conclusively the nature of these factors in student success. The teachers and administrators were also asked to provide open-ended responses about their perspectives on low-achieving students. The findings revealed that there are many factors outside of the individual students that contribute to their success. Five different types of strategies were identified to help low achieving students: psychological and emotional support; special accommodation; additional resources; teaching strategies; and out of class support.