The Influence of Asynchronous Instructional Strategies on Performance of Grade 11 IGCSE Learners in Nairobi County, Kenya
James Otieno Onyango, Benson Njoroge, Susan Macharia
Department of Psychology and Technology, Mount Kenya University
https://orcid.org/0009-0008-1003-6951
Email: jrabuki@gmail.com/ bnjoroge@mku.ac.ke/ macharias@mku.ac.ke
Abstract: Asynchronous instructional strategies, such as pre-recorded videos, audios, email communication, and online forums, have become increasingly prominent in education, especially since the COVID-19 pandemic. These methods align well with the learner-centered and inquiry-based philosophy of the IGCSE curriculum, yet limited empirical research exists on their influence in the Kenyan context. The purpose of the study was to examine the influence of asynchronous instructional strategies on academic performance of Grade 11 IGCSE learners in Nairobi County. A correlational research design was adopted. The study sampled 176 teachers from eight purposively selected international schools in Nairobi County. Stratified sampling was used in sample size selection. Data was collected using a structured questionnaire. Analysis of data utilized descriptive statistics such as frequencies and percentages; and inferential statistics, comprising of simple linear regression. Asynchronous instructional strategies are widely utilized, with 95.1% of teachers reporting high usage. Teachers agreed that such strategiesenhance flexibility, improve learner engagement, and contribute positively to academic performance. Regression analysis showed a statistically positive significant relationship between asynchronous strategies and learner performance (R² = 0.590,𝛽 = .186, p < 0.0001), indicating that 59.0% of the variation in performance of Grade 11 IGCSE learners could be explained by asynchronous instructional strategies. Asynchronous instructional strategies have a significant positive influence on the performance of Grade 11 IGCSE learners. The study recommends that school administrations empower teachers through training on the effective use of technology to support online instructional strategies. It also urges parents to provide learners with essential resources like mobile devices and internet access to facilitate online learning.
