| dc.description.abstract | The purpose of this study was to investigate the influence of school factors on performance in KCPE examinations in non formal schools (NFSs) in Kibera division of Nairobi County. The objectives of this study were: (i) to assess the extent to which availability of textbooks influenced pupils' performance in KCPE examinations; (ii) to establish if teacher characteristics had any influence on pupils' performance in KCPE examinations; (iii) to assess the frequency of supervision of teachers and its influence on pupils' performance in KCPE examinations; (iv) to determine the availability of facilities and their influence on pupils' performance in KCPE examinations; and (v) to determine head teacher characteristics and their influence on KCPE examinations performance.
The descriptive survey design method was applied in the study was used because it was the most appropriate and the variables under the study were generally qualitative. The target population for the study included 30 non formal schools (NFSs) that had presented Standard eight pupils for KCPE examinations in the last three years in Kibera informal settlement. Simple random sampling technique was used to select 28 NFSs out of the 30 NFSs. The 28 NFSs and all their respective 28 head teachers were included in the sample. In addition, the same technique was applied to select 280 Standard eight pupils, and 140 teachers of Standard eight pupils from the selected NFSs.
Data were analyzed by the use of descriptive statistics. The findings of the study showed that availability of textbooks positively influenced performance of pupils in examinations and tests when the textbook-pupil ratio (TPR) was higher, that is, 1: 1 and 1 :2, and the textbooks were used by pupils. The study also found out that teacher characteristics, particularly commitment and motivation, were perceived by pupils and head teachers as important as academic and professional qualifications and years of experience in positively influencing pupils' performance in examinations and tests. The research also found out that the head teacher characteristics, such as internal supervision and professional support to teachers, were perceived to have positive influence on pupils' performance in
examinations.
The study recommends that non formal schools should ensure and enhance intensive and extensive use of the textbooks by the pupils. The study also recommends that the non formal schools administration and management should address issues of teachers' commitment, motivation and continuous professional development. In addition, the study recommends that head teachers should enhance internal supervision of a~d professional support to teachers. The study suggests further research to be conducted on the impact of Government support on the learning achievements of pupils in the non formal schools. In addition, further research should be conducted on factors influencing learning achievements in literacy and numeracy skills in non formal schools. | en_US |
