Influence of Institutional Moral and Academic Support on the Performance of Final Qualifying Supplementary Examination among January/February 2026 Candidates at Kenya Medical Training College
DOI:
https://doi.org/10.47941/jep.3624Keywords:
Institutional Support, Moral and Academic Support, Supplementary Examination, Kenya Medical Training College, PerformanceAbstract
Purpose: Moral and academic institutional support has been a critical factor in academic recovery after the first failure of examination. Supplementary examination candidates in Kenya Medical Training College (KMTC) face a decisive moment in terms of psychosocial pressure conditions in the absence of consistent instructional support. This research, performed under the guidance of the Theory of Student Retention by Tinto was aimed at identifying how institutional moral and academic support can affect the performance of final qualifying supplementary examinations of January/February 2026 candidates at KMTC.
Methodology: Cross-sectional research design was applied and the target population included 12,000 undergraduate students that qualify to take the January/February 2026 supplementary exams, of which 197 study participants were selected purposely. Data collection was conducted in the form of a drop-and-pick structure questionnaire with 184 responses that became usable (response rate of 93.4). The quantitative data analysis was carried out by calculating descriptive statistics (means and standard deviations) and bivariate regression analysis with a critical value of 0.05.
Findings: Findings indicated that the respondents mainly agreed that institutional support structures were significant, with a composite mean of 3.687 (SD = 0.843). Regression was used to establish that the institutional moral and academic support have a strong positive and significant impact on supplementary examination performance (R2 = 0.492, B = 0.673, p < 0.001). Contribution to Theory, Practice and Policy: The research highly recommends formalization of organized remedial programmes, institutionalization of personalized tuition, and incorporation of guidance and counselling service in the supplementary examination cycle
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Copyright (c) 2026 Winfred Ndinda Muinde, Franklin Boibanda, Gladys J. Mengich
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