The Relationship between Online Learning Communities and Academic Performance of Grade 11 IGCSE Learners in Nairobi County
James Otieno Onyango & Nickson Tsofa Mweni
Mount Kenya University
Email: jamesoonyango86@gmail.com/ ntsofa@mku.ac.ke
Abstract: The integration of online learning communities into education has transformed the interaction, collaboration and knowledge sharing among learners. However, empirical evidence on their relationship with academic performance among learners under the International General Certificate of Secondary Education (IGCSE) curriculum in Kenya remains limited. This study seeks to determine the relationship between online learning communities and the academic performance of Grade 11 IGCSE learners in Nairobi County, Kenya. The study was anchored on the Transactional Distance Theory. The study adopted a correlational research design. The target population was 1,760 teachers, 44 administrators, 44 ICT officers, 44 Deans of Studies, and 11,088 Year 11 learners from international schools offering the IGCSE curriculum. Purposive and stratified random sampling techniques were used to select a sample comprising 176 teachers, eight administrators, eight ICT officers, eight Deans of Studies and 96 learners. Quantitative data was collected using structured questionnaires. Qualitative data was obtained through interviews and focus group discussions. Quantitative data was analyzed using descriptive statisticsand simple linear regression; qualitative data was thematically analyzed. The findings indicated that online learning communities were utilized to a great extent in most schools. Regression analysis further established a significant positive relationship between online learning communities and academic performance (B = 0.420, p < .001). The study concludes that online learning communities enhance learner collaboration, engagement, and knowledge sharing, thereby improving academic performance. It is recommended that schools should strengthen structured online learning communities to promote collaborative learning and enhance learners’ academic outcomes.
