INFLUENCE OF PEER SUPPORT ON STUDENTS’ PREPAREDNESS FOR SECONDARY-UNIVERSITY TRANSITION: A CASE OF MOI UNIVERSITY, KENYA

Authors

  • Charles Too Department of Educational, Management and Policy Studies, Moi University, Kenya
  • James Kimeli Sang Department of Educational, Management and Policy Studies, Moi University, Kenya
  • Rose Kanana Njage Department of Educational, Management and Policy Studies, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v9i8.4425

Keywords:

peer support, students’ level of preparedness, secondary-university transition

Abstract

Universities are taken to have multiple transitions in terms of culture, content (what is taught), environment, inter, and intra-personal relationships. As a result, the transition of students to university is an important aspect that should be examined because despite the expansion of secondary schools and institutions of higher learning in sub–Saharan Africa, the throughput rate is still very low, especially in terms of the skills and competences among the graduates. This study, therefore, sought to establish the influence of peer support on students’ preparedness for secondary-university transition. The study took a pragmatist philosophical view whereby mixed methods research design was used to generate data using a concurrent triangulation approach. Purposive sampling was applied to sample first-year students at Moi University and proportionate simple random sampling was used to select 375 respondents comprising of both male and female students. Data was collected quantitatively and qualitatively whereby questionnaires and focused group discussions were used respectively. Quantitative data were analyzed using descriptive statistics, Pearson’ Correlation Coefficient and simple linear regression. The findings of this study revealed that although the majority of first-year students consulted continuing senior students and friends for guidance in transition to university, some ended up being misled especially on academics and social life. The results showed that peer support (PS) had a positive significant relationship (r =.740) with students’ level of preparedness (LP) at p<.05). The regression results gave a coefficient determination of R2=.657 which means 65.7% of the variation in the level of preparedness (LP) can be explained by peer support (PS) and therefore, the null hypothesis (H0) was safely rejected. This study provides new and relevant insights into the literature on peer support and the transition of students from secondary to universities in Kenya.

 

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Author Biographies

  • Charles Too, Department of Educational, Management and Policy Studies, Moi University, Kenya

    Charles Too is a Lecturer in the Department of Educational Management and Policy Studies, Moi University, Kenya. The author has published articles in peer reviewed journals and has research interests on: Leadership in Education, Quality Management Systems in Education, Performance Contracts and Policy Issues in Education. He is a trained Quality Internal Auditor (ISO 9001:2015 standards). Charles has tremendous passion for Information Technology and is a resource person in applied statistics and data analysis in research.

  • James Kimeli Sang, Department of Educational, Management and Policy Studies, Moi University, Kenya

    James Sang is a Lecturer at Moi University in the School of Education, Department of Educational Management and Policy Studies. Alongside teaching and conducting research, he has vast experience gained in the education sector having served as a secondary school teacher and a Principal in a tertiary college. He has also played a key role in the governance of Colleges and Secondary Schools by chairing and also as a member in the boards of Management and governors. He is widely published on Educational Management, Administration, Leadership and governance, in peer-reviewed journals and has contributed in learned conferences and workshops. He is a member of the Kenya Association of Educational Administration and Management and the Commonwealth Council for Educational Administration and Management.

  • Rose Kanana Njage, Department of Educational, Management and Policy Studies, Moi University, Kenya

    Rose Njage is a DAAD Scholar who holds a Master’s degree in Education Research from Moi University, Kenya (2019). She is currently pursuing a second Master’s degree in Geography at Kenyatta University, Kenya. She is a First Class holder in undergraduate studies in Education Arts from Moi University, Kenya (2013). She is a secondary school teacher and an enthusiastic educationist with extensive experience in teaching and mentoring students from various cultural and social backgrounds through effective teaching methods that stimulate learning environments. She is interested in educational research, integrated watershed management research and environmental management and conservation.

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Published

2022-08-23

Issue

Vol. 9 No. 8 (2022)

Section

Articles

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