| dc.description.abstract | The purpose of the study was to investigate determinants of teachers' classroom . effectiveness on pupils' performance in KCPE in public primary schools within Maseno division, Kisumu west district. Kenya. The study was guided by the following research questions; how does teacher characteristic such as (Age, Gender, Academic Qualifications, Professional qualifications, and teaching experience) influence teachers' classroom effectiveness on pupils' performance in KCPE?; To what extent does class size influence teachers' effectiveness on pupils' performance in KCPE?, To what extent do teachers' in-service courses influence teachers' effectiveness on pupils' performance in KCPE?, How does teaching and learning activities and resources influence teachers' effectiveness on pupils' performance in KCPE? This study was based on Production function theory in education.
The study adopted a descriptive survey design since it aimed at assessing the current situation and ongoing process regarding teachers' classroom effectiveness on student academic performance in Maseno division. The study targeted all the 73 public primary schools both day and boarding in Maseno division, 73 head teachers and 718 teachers were targeted for the study of which, 417 teachers were male and 30 I were female The researcher sampled out 23 public primary schools using simple random sampling technique. A total of 23 head teachers of the sampled schools participated in the study.
The researcher went ahead and sampled out 6 teachers per school using purposive sampling technique, the teachers were class eight teachers since they were the ones who had the information the researcher needed most. In total, 13 8 teacher respondents were selected for the study Data was collected using questionnaires prepared both for teachers and head teachers the face and content validity of the instruments were determined by the two supervisors of the researcher. A pilot study was taken to identify the items that were inadequate for measuring the variables. Colleagues and supervisors were also used to approve instruments alongside the despondence from Maseno division. Reliability of the instruments was determined through a pilot study in the three schools and the questionnaires pre-tested using a test- re test technique. Pearson's product moment correlation formula was employed to compute the (r).
The researcher personally administered the questionnaire for both the pilot and the main study. A permit was obtained from the National Council of Science and Technology (NCST) and a permission letter obtained from both the District commissioner's and the District Education Officer's office. Data collected was checked, grouped and coded for analysis. The analysis of data was done by computing frequencies and percentages of demographic variables, means, standard deviation, Analysis of Variance (ANOVA) and T-test were used in descriptive data. Spearman rank order correlation was used to test correlation and simple linear regression was done to assess the relationship between school and KCPE performance variable.
The findings revealed that, there was no distinct teacher characteristic that seemed to outshine another in the performance. This meant that, gender did not affect performance much. Male and female teachers have the same influence on pupils' performance in KCPE in Maseno division. From the analysis of the study, when the mean score within the ages observed, some showed a pattern - there was an inverse behavior between class performance and age. A one way Analysis of Variance (ANOVA) showed that the age bracket significantly (weak) affected the performance of the students. An analysis on teacher experience revealed that, experience of the teacher does not have an influence on pupils' performance in Maseno division; the analysis further did not indicate evidence of difference in class mean scores and teacher academic qualification. An ANOV A test done to test whether teacher professional qualification had an influence on KCPE performance did not indicate evidence of difference in class mean score.
A regression analysis was conducted with the school mean score being dependent on the number of students assigned to teachers. This was not significant. A t -test was conducted to see whether the average 2010 performance between classes of teachers who had or had not gone for in-service training differed; there was no significant difference. In view of the findings and implications of the study, it was recommended that: The in-service courses should be regular and cover all subject area with proper funds set aside for such exercise; The government should put measures to ensure that in-service courses are more meaningful and have an impact to the participants; Teachers need to be more creative and vibrant enough in ensuring that teaching aid and materials are availed when necessary; There should be constant follow up for the funds allocated to schools to ensure that they are well managed and properly utilized in the provision of teaching and learning materials; Team work and coordination should be encouraged between primary school administrator, teachers, and pupils towards the success of the latter. | en_US |
