📄 Abstract
This study examined the relationship between resource allocation and academic performance in public senior secondary schools in Chepalungu Sub-County, Bomet County, Kenya. A correlational research design was adopted to establish the relationship. The target population comprised 607 teachers and 76 principals from 76 public senior secondary schools. Stratified and simple random sampling techniques were used to select 159 teachers and 10 principals from 10 schools, giving a target sample of 169 respondents. Data were collected using structured questionnaires, while validity was assessed through expert review and reliability was evaluated using Cronbach’s alpha, with a threshold of 0.70. Data were analysed using descriptive and inferential statistics in SPSS version 26. Pearson’s correlation analysis revealed a strong positive and statistically significant relationship between resource allocation and academic performance (r = .734, p < .001). Simple linear regression results indicated that resource allocation accounted for 53.9% of the variation in academic performance (R2 = .539) and was a statistically significant predictor. The study concluded that resource allocation was an important factor associated with academic performance in public senior secondary schools in Chepalungu Sub-County. It recommends that the Ministry of Education and school management boards strengthen the adequacy, equity, and timeliness of resource allocation, with particular attention to financial resources, staffing, instructional materials, and school infrastructure. These measures could support teaching and learning and contribute to improved academic outcomes.
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📚 How to Cite:
Koech Emily Chepkemoi, Dr. Kipkirui Joseph Rono, Dr. Viviline Ngeno , INFLUENCE OF RESOURCE ALLOCATION ON THE ACADEMIC PERFORMANCE OF PUBLIC SENIOR SECONDARY SCHOOLS IN CHEPALUNGU SUB-COUNTY, KENYA , Volume 13 , Issue 10, October 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 96 - 104 ,