Comparative Study On The Implementation Of Quality Education In Public And Private Primary Schools In Kakamega County, Kenya

Abstract

The study investigated implementation of quality education in public and private primary schools of Kakamega County, Kenya. Though Kenya domesticated international protocols on free and quality primary education, there was a public outcry over the quality of education offered. The study identified six research objectives and six hypotheses that guided data collection and analysis. The review of related literature covered five themes, namely: school physical facilities; instructional materials; curriculum supervision; teachers’ characteristics and learners’ characteristics that addressed objectives of the study. The relevant literature also included an overview of quality education and benchmarks for quality of education. From the literature review, knowledge gaps specified indicated that the comparative studies on quality education in public and private primary schools had not been conducted. This study used the mixed method design involving quantitative and qualitative research. The target population for the study was 600 public primary schools and 200 private primary schools. With the entire study population of 536,594, out of which 816 respondents from 36 public and 12 private primary schools were sampled at random. The sample incorporated head teachers, teachers, and pupils. The researcher collected data through questionnaires and observation schedules. A pilot study was carried out in three schools that were randomly selected and had not been included in the sample. The pilot study evaluated the validity and reliability of the instruments. The collected data were coded thematically and then analyzed both quantitatively and qualitatively. The Cronbach's alpha tested reliability at the coefficient of 0.67. The Collinearity Statistical test was also used to determine the correlation of variable. Frequency and regression analysis was done with the use of SPSS software program. It was summarized in frequency tables, percentages, and model summaries. Hypotheses were tested through regression using the 0.05 or 5 percent level of significance. The analysis and findings of hypotheses H1, H2, H3, H4, and H5 revealed that individual variety of physical facilities, instructional materials, curriculum supervision, teacher characteristics and learner characteristics partially predicted implementation of quality education in primary schools. The study concluded that private primary schools had adequate and well-maintained physical facilities as opposed to public primary schools. The percentage of adequacy of instructional materials was higher in private primary schools than in public primary schools. In addition, public primary schools experienced large class sizes while private primary schools had small class sizes. The rate of pupils’ school attendance was higher in private primary schools than in public primary schools. The study recommended development of a policy on school attendance. The study further recommended that a tracer study be conducted to examine the extent which institutional administration influence implementation of quality education in public and private primary schools. In addition, a study on related factor of the parents’ characteristics on the influence of quality education in public and private primary schools should be conducted