Influence of school factors on public primary pupils’ academic performance in Yatta division, Yatta sub-county, Machakos county, Kenya

Abstract

The goal of primary education is to provide access to quality education to all children of primary school going age on an equitable basis thus ensuring education for all at this level. This study was carried out to investigate the influence of school related factors on Kenya Certificate of Primary Education performance in public primary schools in Yatta Division, Yatta Sub-County, Machakos County, Kenya. The study specific objectives were to determine the relationship between availability of learning resources and academic performance in KCPE, establish the influence of staffing (teacher-pupil ratio) on academic performance in KCPE in public primary schools, and establish the influence of school climate on academic performance in Kenya Certificate of Primary Education in public primary schools. The study adopted a descriptive design. The study was carried out in Yatta Division, Yatta Sub-County, Machakos County. The target populations were head teachers, teachers and pupils. The study adopted two sets of questionnaires and an interview schedule for head teachers. Analysis of Quantitative data presented in terms of frequency tables and percentages while the qualitative data was recorded as narrative. Findings conclude that pupils textbooks and library text books are inadequate with 52.50 %, indicating that the books were in sufficient in most primary schools and that 76.23% of the schools are under staffed, and only few of the schools have enough teachers which negatively affect the academic performance, despite the shortage most of teachers always attended their classes with all subjects registering over 90% attendance. However most pupils’ 62.31% performance in end term exams was found to range between 250-300 marks, though most teachers 55% issued more than 5 assignments per week. It was also found that most teachers issued an average of 3 tests per week, additionally pupils performance in mathematics was generally very good, registering teachers response of 50.97% while Science, English, Kiswahili and Religion registering over 50%. On the other hand, it was found that most teachers preferred question and answer teaching method at 60% as indicated by pupils’ response. The study recommends that the Government should increase the Free Primary Education funds allocations, release them on time so that schools can use them to buy enough learning resources. Finally the study recommends that the Government should allocate more funds for hiring of additional teachers as a way of reducing workload so that pupils can get individualized attention with the aim of improving their educational performance.