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Weak guidance and counselling, poor lesson delivery, inadequate classroom supervision and lack of academic motivation, identified as the leading causes of student apathy and indifference to learning.
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The investigation also observed that career guidance was largely confined to Form Four students during the third term when they were preparing for their final examinations and filling in career application forms.
An investigation conducted nearly five decades ago at Onjiko Secondary School identified weak guidance and counselling, poor lesson delivery, inadequate classroom supervision and lack of academic motivation as the leading causes of student apathy and indifference to learning.
The report, released on September 30, 1977, was compiled by a three-member panel comprising chairperson Apunda Aoko, Alex O. Owino and secretary Beatrice A. Oburu. Although the committee acknowledged that its findings were not exhaustive, it expressed hope that the report would stimulate broader debate on improving learning outcomes.
“As a committee, we do not in any way pretend that our findings are conclusive,” the panel noted in its introduction. “Rather, we believe they can serve as a platform for further investigations and a healthy debate on finding lasting solutions to these pressing challenges.”
Weak guidance and counselling
The panel identified inadequate guidance and counselling as one of the major contributors to poor student attitudes towards learning.
It observed that career guidance was largely confined to Form Four students during the third term when they were preparing for their final examinations and filling in career application forms.
According to Owino, this approach denied younger students the opportunity to understand the value of different subjects and the career paths associated with them.
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Apunda argued that many students remained “adrift in a sea of ignorance” because they lacked sufficient information about educational and career opportunities. As a result, many failed to appreciate the importance of certain subjects, leading to declining interest and eventual apathy.
The committee recommended that guidance and counselling be expanded into a comprehensive school-wide programme beginning in Form One.
Oburu noted that the responsibility should not rest solely with the careers master.
“Subject teachers should also help students develop interest in the subjects they teach by explaining their relevance and linking them to future careers,” she said.
The report further recommended maintaining academic and career records for every learner from the time they join school and inviting professionals from various fields to speak to students about career opportunities.
Improved attendance monitoring
The panel also criticized weak enforcement of class attendance.
It found that few teachers monitored absenteeism in their lessons, allowing students who frequently skipped classes to develop an “I don’t care” attitude towards certain subjects.
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The report warned that failure to follow up on absenteeism encouraged truancy and distracted learners from meaningful academic pursuits.
To address the problem, the committee recommended that every teacher—not just class teachers—be responsible for monitoring attendance and taking disciplinary action against habitual truants.
Better lesson delivery
The report further found that ineffective teaching methods contributed significantly to students’ loss of interest.
Some teachers, it noted, delivered lessons that were either too advanced for the learners’ level or failed to communicate concepts clearly. This created weak academic foundations, particularly in lower classes, causing students to dislike both the subject and, in some cases, the teacher.
The panel urged teachers to communicate effectively, make lessons engaging and give special attention to learners struggling with weak academic foundations.
Regular assignments and motivation
Another concern raised by the committee was the failure by some teachers to assign and mark homework consistently.
The panel argued that regular assignments reinforce classroom learning, keep students academically engaged and reduce idle time that could expose learners to negative influences.
It recommended that teachers, particularly those handling English and Mathematics, issue reasonable assignments regularly and ensure they are marked promptly.
The committee also emphasized the need to motivate learners through recognition and rewards.
It proposed introducing prize-giving ceremonies and creating a permanent school honours roll to celebrate outstanding academic achievement.
According to the panel, publicly recognising high-performing students would inspire others to emulate excellence while creating a lasting record of achievement for future generations.
Although prepared nearly 50 years ago, the report’s recommendations continue to resonate with contemporary discussions on improving student engagement, strengthening guidance and counselling programmes, enhancing classroom instruction and fostering a positive learning culture in schools.
By Ochieng Ndiewo
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