Abstract: Private demand for supplementary tuition is increasing globally due to the expected high rate of return of education investment. It is viewed differently in different regions of the world and has been banned in some countries. While private tutoring may have many positive effects, it also produces a number of negative effects. The purpose of this study was to find out the role of private demand of supplementary tuition on students’ academic performance in secondary education in Awendo Sub-County, Kenya. Descriptive survey design was used in the study. It focused on students receiving supplementary tuition from secondary schools, their parents/guardians, teachers and managers. The study targeted a population of 9,117 students, 341 teachers, 31 principals and about 31 parent representatives in the Sub-County. The sample of the study consisted of 31 schools in Awendo Sub-County in which a total of 341 teachers, 31 principals, 487 students and 31 parents were picked. A sample of students was done using random technique by aid of table of random numbers and saturated sampling was employed to pick out 341 teachers, 31 principals, 4 Area Education Officers and 31 parents/guardians.. Descriptive statistics was used to analyze the quantitative data while qualitative data was analyzed in narrative form. The major findings are: Students attend private tuition because they want to obtain high marks in examinations; it was established that students attending private tuition pay an average of Ksh. 2000 per term; private supplementary tuition helps in improving the academic performance of students.

Keywords: private tuition, academic performance, private demand, cost effectiveness.
Title: Implications of Private Supplementary Tuition on Students’ Academic Performance in Secondary Education in Awendo Sub-County, Migori County, Kenya
Author: Dr. Kennedy N. Getange, Elly Ochieng. Obar
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract: Determining the students’ tripartite frame of attitude towards computer in terms of affective component, behavioral component, and cognitive component is important now that information and computer technology is now widely used in education. Discovering if there is a significant difference in the students’ tripartite frame of attitude towards computers when grouped according to gender, availability of computer at home, and number of hours spent per day in using the computer is also significant. To achieve the goal, 82 engineering students from randomly selected two heterogeneous intact sections were asked to fill up the Computer Attitude Questionnaire adapted from Computer Attitude Questionnaire developed by Smalley, Graff and Saunders. To determine if there is a significant difference in the students’ tripartite frame of attitude towards computers when grouped according to gender, availability of computer at home, and number of hours spent per day in using the computer, one-way MANOVA was used. Results shows that students have a slightly negative feeling towards computers but have positive behavior when doing computer activities and have positive beliefs and thought about computers. Also, there is no significant difference between the tripartite frame of attitude towards computers when grouped according to gender, availability of computer at home, and number of hours spent per day in using the computer.

Keywords: computer attitude, computer, education, attitude, engineering, affective, behavioral, cognitive, tripartite.
Title: Computer Attitude of Engineering Students of Pangasinan State University
Author: Honelly Mae S. Cascolan
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals