MATHEMATICAL MODELLING OF STUDENT PERFORMANCE TRENDS IN KIPTAGICH SECONDARY SCHOOL IN KURESOI SOUTH SUB COUNTRY, NAKURU COUNTY, KENYA

Abstract

This study investigated the mathematical modeling of student performance trends at Kiptagich Secondary School in Kuresoi South Sub County, Nakuru County, Kenya. The primary objective was to analyze the various factors that influenced student performance and to develop predictive models that could forecast academic outcomes based on identified variables. Employing a mixed-methods research approach, the study incorporated both quantitative and qualitative data to provide a comprehensive understanding of the performance dynamics within the school. Data were collected from a sample of 50 students and 10 teachers, utilizing structured questionnaires and semi-structured interviews. The quantitative component focused on gathering data related to students' academic performance across different subjects, attendance records, socio-economic backgrounds, and parental involvement. The qualitative aspect involved interviews with teachers to gain insights into instructional methods, classroom dynamics, and perceived challenges affecting student achievement. The analysis revealed several critical determinants of student performance, including socio-economic status (SES), teaching methodologies, student motivation, and parental involvement. Mathematical models were developed using statistical techniques such as regression analysis to illustrate the relationships between these variables and student performance metrics. The findings indicated that students from higher socio-economic backgrounds consistently outperformed their peers, highlighting the importance of resource availability. Additionally, active learning strategies employed by teachers were linked to improved student engagement and performance. The study concluded by emphasizing the need for educational stakeholders to consider these influential factors when designing interventions aimed at enhancing academic outcomes. Recommendations included implementing targeted support programs for students from disadvantaged backgrounds, training teachers in innovative pedagogical techniques, and promoting greater parental involvement in the educational process. Ultimately, this research contributed valuable insights into the trends of student performance at Kiptagich Secondary School and established a foundation for future studies on academic achievement in similar contexts