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An Analysis Of Shadow Education On Academic Performance Of Mainstream Education

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  • Johnson K. Mwania

  • Dr. Makori Moronge

Abstract

Purpose: The study sought to determine the impact of shadow education on academic performance of mainstream education. Methodology: The study used descriptive survey research design. The target population of the study was teachers, students and parents in public secondary schools in the 29 secondary schools in Athi River District. Purposive sampling was used to select respondents from the sampling frame; 29 principals, 29 teachers, 29 parents and another 29 students were selected from the twenty nine schools. This study used primary data which was collected through use of structured questionnaires. Data from the questionnaires were analyzed using Statistical Packages for Social Sciences (SPSS) to derive descriptive results. Pilot study was conducted to measure the reliability and validity of the questionnaires. The reliability of the instrument was tested using the Cronbanch Alpha method. Results: Shadow education improves performance of students and schools in general. Participation in tuition during the morning or evening hours at school improves performance. Participation in tuition once school closes for holiday improves performance. Participation in tuition every weekend improves performance. Unique contribution to theory, practice and policy: Parents should encourage their children to value shadow education as from the results it has been identified that through shadow education performance of students improves and that shadow education prevents idleness that is created when students are free with no engagement in school work. Keywords: Shadow education, performance, mainstream education.

Suggested Citation

  • Johnson K. Mwania & Dr. Makori Moronge, 2018. "An Analysis Of Shadow Education On Academic Performance Of Mainstream Education," African Journal of Education and Practice, IPR Journals and Book Publishers, vol. 3(1), pages 1-12.
    • Handle: RePEc:bdu:ojajep:v:3:y:2018:i:1:p:1-12:id:591
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    1. Massimiliano Bratti & Stefano Staffolani, 2013. "Student Time Allocation and Educational Production Functions," Annals of Economics and Statistics, GENES, issue 111-112, pages 103-140.
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