International Journal of Scientific and Research Publications, Volume 9, Issue 10, October 2019 583 ISSN 2250-3153 http://dx.doi.org/10.29322/IJSRP.9.10.2019.p9476 www.ijsrp.org Influence of Income Generating Activities on Academic Performance in Public Secondary Schools in Ainamoi Sub-County, Kericho County, Kenya Pauline Chirchir 1 , Dr. Viviline Ngeno 2 , Dr. Lucy Ngure 3 DOI: 10.29322/IJSRP.9.10.2019.p9476 http://dx.doi.org/10.29322/IJSRP.9.10.2019.p9476 Abstract- Income generating activities (IGAs) are financial sources in public secondary schools that supplement the government education budget and school fees. However, there is little documentation on their contribution, effect and influence on academic performance in public secondary schools in Ainamoi Sub-county. The general objective of this study is to investigate the contribution of IGAs on the academic performance of public secondary schools in Ainamoi Sub-county.In this study resource dependence theory was used which suggested that there are various resources which an organization utilize from the external environment, therefore, these resources must be utilized properly since poor utilization of resource would affect the achievement of organizational goals threatening the progress of the organization. The researcher used descriptive research design which enhanced the quality of information yielded. The target population was 29 public secondary schools who were censured and the respondents were 29 principals and 29 bursars who are mainly involved in IGAs in public secondary schools. The findings of this study indicated that IGAs’ funds influenced academic performance considerably positive to varied degree on different schools. It was found that types of IGAs significantly affected academic performance though there was no significant relationship between funds obtained from IGAs and academic performance. The research concluded that the school agricultural based IGAs were more beneficial to agriculture and biology students in enhancing their academic endeavours. It is recommended that secondary schools should consider the types of IGAs that not only assist the school to improve performance educationally but also academically. I. BACKGROUND OF THE STUDY ncome Generating Activities (IGAs) in learning institutions have become popular in the entire world. This is due to the fact that the demand for education has increased internationally hence resulting to economic and physical pressures on resources being miss-matched with the demand for education (World Bank, 1994 cited in World Bank, 2010). The study conducted by World Bank (2010) in china found out that all state funded secondary schools carried out income generating activities. The aim was for these institutions to raise extra income to supplement the state allocated resources. These activities included school-run horticultural firms, factories, printing press, operating retail shops within the school and renting unused school classrooms. These institutions also raised funds from activities like farming and rearing of livestock. IGAs are not linked directly to the academic performance with exception of schools who practice agricultural activities which adds academic knowledge in agriculture. Most IGAs affect the resource allocation and hence create a good learning condition for better performance. In this study the IGAs to be investigated include agricultural, commercial and service related activities in public secondary school in Ainamoi Sub-county, Kericho county. Regionally, a recent study on school-based income generating projects and student’s retention rate in secondary education by Nyangaresi, Onderi and Mwebi (2016) in Tanzania found out that secondary schools had various IGAs with majority of them engaging in agricultural based projects; other activities were hiring out of school facilities such as school bus, hall, tents, fields for recreation and houses for renting to raise extra income. In Namibia, a study done by Kavetuna (2013) on the uses of IGAs and perceptions of beneficiaries indicated that the additional funds generated from IGAs became useful in financially rewarding stakeholders, improving working conditions and quality of work tools and in promoting a sense of respect and appreciation. Local reviews have been done in relation to IGAS and performance of school finance. A study in Kenya on impact of IGAs in generating finances for public secondary schools in Murang’a South District in Murang’a county by Kigotho (2012) revealed that some schools involved in IGAs, including dairy, poultry keeping and fish farming to raise income to boost school finances and carry out school activities. A study by Lwakasana and Getange (2017) in Trans Mara sub-county public secondary schools, Narok county, Kenya showed that revenue from IGAs reduces financial obligation of the parents, intensification academic performance, improved enrolment, and encouraged teachers and students. A study on the substitute funds’ sources for free day secondary education in Kisii Central district in Kenya conducted by Getange, Orodho and Onkeo (2014) found out that school based IGAs played an important role in reducing fee deficits; thus, making the management of the schools easier. The overall mean score in Ainamoi has been standing low for length of time with no improvement from the trend from 2013- 2018. Despite, Government subsidy on secondary school education to boost scores in schools, performance in most public secondary schools in Ainamoi sub-county still remain below average. It is from this scenario that the researcher will be inspired to conduct the current study because none of the studies have attempted to research on the influence of IGAs on improvement of academic performance as evidenced by students’ results in KCSE examination in most Ainamoi sub-county’s public secondary schools. According to Wambua (2015) the inadequate teaching I