Socio-cultural factors affecting Kenya certificate of primary education performance in public primary schools, Turkana County, Kenya
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Date
2017
Authors
Kowot, Ekuwam Gabriel
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The Kenya Certificate of Primary Education (KCPE) results in Kang’itit zone indicated
plummeting trend of mean scores 224.14, 227.91, 239.39, 240.53, and 221.8for years
2015, 2014, 2013, 2012 and 2011 respectively. This necessitated the study whose key
objectives were: To identify socio-cultural factors affecting KCPE performance in public
primary schools; to establish strategies adoptable by teachers and other education
stakeholders to counter socio-cultural factors which attributes to poor performance of
KCPE results and to explore methods which teachers and other stakeholders may use to
improve performance of KCPE in Turkana East Sub-County, Kangitit zone. The study
used Descriptive Survey Design to collect information from a sample of 7head teachers
(23%), 23 teachers (21.9%) and 1180 pupils (10%) drawn from a population of 30
Headteachers, 11800 pupils and 105 teachers. Purposive Sampling Technique was used
to sample out schools and DEO. Learners in standard five, six, seven and eight were
identified through Stratified Random Sampling and further stratified into sex and classes.
Emile Durkheim (1858 -1917) theory of Structural Functionalism which looks at human
society as an organism with different structures which perform different functions was
adopted because school as an essential institution in the society should produce citizens
who are equipped with desirable skills, knowledge and attitudes in its bid to address the
needs of the society. Literature Review was obtained from sources such as internet,
master theses, text books, journals, government reports and other relevant materials. Data
were collected using both questionnaires for head teachers, learners and teachers and
Interview Schedule for DEO after obtaining permission from relevant authorities. Some
of the socio-cultural aspects identified by the study include: Parental level of education,
nomadic lifestyle, domestic violence, household chores, early marriages, poor parental
attitudes towards education and non-supportive Cultural beliefs. Based on these findings,
it is, therefore, evident that socio-cultural lifestyles of the community in Kang’tit zone
have a bearing on learning outcome. However, this study has also identified that minimal
strategies have been undertaken to address the vice. Finally, the data collected analyzed
using Statistical Package for Social Sciences (SPSS) and then presented statistically in
form of graphs, charts and tables. Additionally, this study further has given the following
recommendations: The government to develop community awareness programme that
incorporates the parents, children and community leaders in order to discourage negative
practices and sensitize them on positive practices to education; public primary schools
within the region to form collaborations; the government should connect the area to the
national grid and partnerships with both local and international non-governmental
organizations with the aim of implementing projects that discourage negative sociocultural
practices should be sought by the government. Further, audit should be done on
the implementation of Free Primary Education in the zone to ascertain whether all the
provisions have been put in place.
Description
A research project submitted in partial fulfillment of the requirements for the degree of master of education in the department of educational management, policy and curriculum studies school of education, Kenyatta University June, 2017