Psychosocial Factors Influencing Learners’ Performance in Secondary Schools Sciences in Kenya

Abstract

The study examined psychosocial factors influencing learners’ performance in secondary school
sciences. Using a descriptive survey design, the analysis of variance (ANOVA) revealed a
statistically significant influence of science anxiety on learners’ performance F (4, 95) =134.511,
p<0.05; parental involvement on learners’ performance F (4, 95) =93.997, p <0.05; peers
influence on learners’ performance F (4, 95) =260.022, p <0.05; and teacher preparedness on
learners’ performance F (4, 95) =213.083, p <0.05. Further analysis of the effect size on the
results showed science anxiety significantly influences learners’ performance in science subjects
(Ƞ2=.850); parental involvement significantly influences learners’ performance in science
subjects (Ƞ2=.798); peers influence significantly influences learners’ performance in science
subjects (Ƞ2=.916); and teacher preparedness significantly influences learners’ performance in
science subjects (Ƞ2=.900). Therefore this finding provide sufficient evidence to conclude that
very high science anxiety had an influence on learners’ performance by lowering learners’
performance in science subjects and very high teacher preparedness had an influence on learners’
performance by increasing learners’ performance in science subjects. Thus, the study recommends
the school should strive to develop adequate learning environment where learners are free to
consult when in need, provide reading materials and arouse interest in learners to work hard.