Implementation of Teacher-Related Interventions for Improving Learning Achievement among Low Achievers in Public Secondary Schools in Kajiado County, Kenya

Robert Mose Mokamba, Elizabeth Katam, John Aluko Orodho


This paper is premised on the fact that low achievers constitute one of the most challenging problems for school administrators and teachers in public secondary schools in Kenya. The objectives the study was to assess the implementation of teacher-related interventions for improving academic achievement amongst low achievers.  Guided by Walberg’s Theory of Educational Productivity, the study adopted convergent parallel mixed design. From a population of 972 from 91 public secondary schools, Slovenes formula was employed to select 394 participants across a stratified key education stakeholder participant’s matrix.   Quantitative and qualitative data were collected, analysed, triangulated and interpreted. The study established that despite teachers varied skillsets and teaching experiences, they   effectively collaborated with their peers and other key stakeholders in using innovative approaches including extra-remedial teaching outside normal teaching hours, individualized education programmes, guidance and counselling, differentiated learning and team teachings amongst others. The study concludes   that teachers understood the plight of low achieving students and employed interventions which were largely learner-centered to yield enhanced academic achievement. The study recommends that teachers should be re-tooled and up-skilled in new pedagogies and inclusive education to help them handle learners with differentiated learning needs in education.

Keywords:Teacher interventions, differentiated learners, enhanced learning achievement, low achievers, public secondary schools, Kenya.

DOI: 10.7176/JEP/15-4-07

Publication date:March 31st 2024

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