Evaluating the Influence of Interpersonal Skills on Academic Performance of Junior Secondary School Students in Kakamega South Sub-County, Kenya

Jackline Odhiambo, Caroline Wekullo & Jason Nganyi
Masinde Muliro University of Science and Technology
Jackieodhiambo98@gmail.com/ cwekulo@mmust.ac.ke/ jnganyi@mmust.ac.ke

Abstract: Kenya’s Competency-Based Education (CBE) integrates interpersonal skills as a tenet of Life Skills Education (LSE) to promote holistic development, yet junior secondary learners in Kakamega South Sub-County show persistently low academic performance, with only 42% achieving above-average. This gap highlights a disconnect between the CBE goals and outcomes, prompting an investigation into how interpersonal skills influence academic achievement. The study examined the influence of interpersonal skills on the academic performance of junior secondary learners in Kakamega South Sub-County, Kenya. The aim was to evaluate the influence of interpersonal skills on academic performance. The study relied on the Self-Determination Theory. A correlational study design was employed, targeting public junior secondary learners in Kakamega South, with a sample of 355 participants selected via stratified random methods. Questionnaires were used as instruments of data collection. A pilot study was done in Kakamega East. Construct validity was ascertained using expert review, and the study achieved an overall reliability of 0.91 (Cronbach’s α > 0.70). Pearson coefficient and multiple linear regression were used to analyze data. On testing the null hypothesis that interpersonal skills have no significant effect on academic performance, the results indicated that interpersonal skills were a significant predictor of academic performance (F=3.323, p=0.007), which led to rejection of the null hypothesis. The study concluded that interpersonal skills significantly enhance academic performance, supporting LSE’s role in CBE. The study suggests intensified teacher training, interactive activities, and emotional support resources. Findings inform policymakers and educators on strengthening holistic education for improved outcomes.