| dc.description.abstract | Education in Kenya and the world as a whole has received a lot of scrutiny by the desire to harness the recorded benefits that education provides to both the individual who receives it and the government which is the sole provider.
It could be said that education contributes to improving people's lives and reducing poverty in several ways like helping people become more productive hence earn more, strengthen their skills as w~11as abilities improving health and nutrition, enriching lives directly and also promoting social development by giving more people better opportunities.
In Kenya the achievements of primary schooling is assessed through Kenya Certificate of Primary Education (KCPE) which is offered by Kenya National Examination Council (KNEC). Multiple factors that affect performance in
KCPE have been listed and include teaching and learning resources, teacher
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professional qualifications, distance {o'rm/to school, community involvement,
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school inspection and supervision. This research was aimed at investigating the factors that influence KCPE performance in Kathonzweni Division in Makueni District,
In order to fulfill the purpose of the study, the following research questions and objectives were formulated.
1. To asses the adequacy of teaching and learning resources in school in Kathonzweni Division.
2. To find out the relationship between teachers academic qualification and schools academic performance
3. To identify some of the administrative factors which affect KCPE
performance in the Division.
4. To establish whether the school community involvement in school influences pupils' performance.
5. To determine the frequency of supervision and inspection in the
Division and its effect on performance.
Five research questions were set in relation to the stated research objectives. The review of literature focused on an analysis of general factors that influence performance in Kenya Certificate of Primary Education.
The research design adopted is an ex-post-facto design. The study
involved a target population of 88 primary schools in the four zones in the Division. Twenty head teachers twenty class teachers and 254 standard eight pupils were randomly sampled to provide data for the study.
The findings of the research were:
On the key teaching and learning resources, the exercise books and class textbooks were enough, but classrooms and Iibraries were inadequate. Telephone, piped water and electricity did not exist in public primary schools and only found in the two boarding schools. The schools reported regular inspection and that this process was positively viewed. The school
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community was found to be positive in supporting schools but 1110st households did not have basic facilities like space, lighting and furniture to enable pupils to do their homework.
In view of such findings it was recommended that the Ministry of
Education should provide more teachers to reduce teachers' workload. It
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should also sustain the Free Primary Education. The ministry should also
continue the provision of food for lunch in Arid and Semi Arid Lands. (ASAL) to sustain the improved enrolment. It should also look for alternative for the banned cane in schools because indiscipline is on the rise.
The ministry should staff the Early Childhood Division (ECD) currently financed from the individual parents. It was also recommended that the extra tuition should be streamlined and regulated for it was playing a great role in the improvement of KCPE performance. The ministry should consider subsidizing secondary school education through increased bursaries. | en |
