Effect Of School And Non-School Factors On Performance In Kcpe In Public Primary Schools: A Case Of Matungulu Zone, Machakos County, Kenya
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Date
2013-02-20
Authors
Chambaga, Carolyne Aduka
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Abstract
The main purpose of this study was to assess the effect of school and non-school factors on
performance in KCPE in public primary schools in Matungulu Zone, Machakos County. The
specific objectives of the study were to: analyze teachers' professional and academic
preparedness; establish the availability and utilization of teaching Ilearning resources; find out
the teacher-pupil ratio; find out the effect of non-school factors on performance in KCPE and
find out measures that can be taken to address the school and non-school factors that affect
performance of KCPE in Matungulu Zone, Machakos County. The study used a case study
design and it employed a questionnaire to collect data from 11 head teachers, 60 teachers and
376 pupils. The researcher organized raw data from the questionnaires into significant patterns so
as to easily interpret and understand the essence of the data. The Statistical Package for Social
Sciences (SPSS) was used to analyze data and the findings were presented through descriptive
statistics by use of frequencies, tables, and pie charts. It was realized from the study that most
teachers possessed the necessary professional qualifications and experience, most of the schools
invested in class eight textbooks at the expense of other classes and that no school in the zone
had a library. A substantial number of schools faced difficulties such as high 'pupil: teacher
ratios. As a result of high pupil: teacher ratios, many teachers gave pupils follow-up assignments
but they were not in a position to mark and correct in class due to high work loads. There was
also high textbook-pupil ratio especially in religious studies. The study also found out that
parental socio-economic background and lack of parental involvement in a child's educational
life had an influence on a pupil's achievement. The study concluded that a substantial number of
teachers faced difficulties when implementing the curriculum. Due to these difficulties, most of
the teachers concentrated more on teaching class eight at the expense of the other classes and
therefore, there bas been no effective implementation of the curriculum in Matungulu Zone as
was/is intended by the curriculum developers. Equally, the study recommends that government
should employ more teachers, increase fund allocation to Free Primary Education, and sensitize
parents on the importance of parental involvement in their children's academic affairs.
Description
Department of Educational Management, Policy and Curriculum Studies