Factors influencing performance of pupils on transition from lower primary to upper primary in Ekerenyo Division, Nyamira County, Kenya.
Osero, Peterson Ondieki
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The purpose of the study was to investigate into the factoof pupils on transition from lower to upper primary in public schools in EkerenyDivision. The objectives of the study were: to determine teacher related factors influencing performance of pupils on transition from lower primary to upper primary in public schools in Ekerenyo Division, to find out school-based factors influencing performance of pupils on transition from lower to upper primary in public schools in Ekerenyo Division and to identify home-based factors influencing performance of pupils on transition from lower to upper primary in Ekerenyo Division. The research design was survey. The study was carried out at Ekerenyo Division in Nyamira County because available data showed that there was low performance in upper primary than in lower primary, hence there was need to find the reasons for it. The target population was all teachers and education officers in the division from which a sample size 109 respondents were obtained, that is, 90 teachers, 15 Head teachers and four QASOs. Questionnaires were used to collect data from teachers who were sampled, interview schedules were used to interview head teachers, checklist guide for recording observations made in each school visited, interview schedule for education officers (QASOs) and lesson observation guide for collecting data on the real conditions in the sampled schools. Instruments were piloted in the Division to determine validity and using test re-test technique to ascertain its reliability. Quantitative data from questionnaires were analyzed using Statistical Package for Social Sciences (SPSS). Qualitative data from interview and observation schedules were analyzed thematically. The findings of the studywere presented in tables, figures and diagrams. The findings of the study revealed that home-based factors such as poverty, drug abuse, language barrier, parent involvement and HIV and AIDS. The school-based factors such as teaching and learning resources, syllabus coverage, lack of enough text books, teaching and learning strategies, poor attitude and understaffing negatively influence the performance of pupils on transition. It was concluded that although teaching and learning activities were taking place, many pupils got low marks due to many factors which were majorly hindering performance and transition of pupils to other levels of learning. Most of the factors are as a result of stakeholders' roles not being sufficiently or correctly carried out at the right time. The researcher made recommendations to various categories of stakeholders: parents are to provide basic needs and monitor their children's education, teachers to use the appropriate teaching and learning strategies and cover syllabus for each level and the government to recruit more teachers.