| dc.description.abstract | The purpose of the study is to investigate the influence of institutional factors
on the pupils’ performance in Kenya Certificate of Primary Examination
(KCPE) in Athi River District, Kenya. The study was guided by the following
objectives; to assess the influence of teaching and learning resources on the
pupils’ performance in KCPE to examine the influence of physical facilities
on the pupils’ performance in KCPE in public primary schools; to assess the
influence of checking the professional records by head teacher on pupils’
performance in KCPE in public primary schools, to establish the influence of
time management by the teachers on the pupils’ performance in KCPE in
public primary schools.
The study adopted and used survey research design to collect data from a
number of people in order to determine the current status with respect to the
education outcome in the study district. The sample in this study consisted of
30 percent of the target population of the standard eight pupils drawn from the
accessible population of schools. Two teachers from each school were selected
randomly yielding to a total of 44 teachers. The researcher relied on selfadministered
questionnaires. To determine validity, the researcher first did a
pre-test of the research instrument. Test-retest method was used to determine
the reliability. The reliability of the instrument was obtained with a correlation
coefficient of 0.81 for the head teachers, 0.78 for the teachers and 0.72 for the
pupils. Descriptive statistics such as percentages and frequencies were used to
answer research questions.
The study revealed that majority of the pupils (96.7%) indicated they shared
books with one text book with other pupils. About 55.0% of the pupils
indicated that there was an effect on learning when they shared books. The
study revealed that all the head teachers reported inadequacy of latrine, desks,
and non-availability of a library in their schools. The study revealed that
majority of the head teachers (89.5%) checked teachers’ schemes of works
once per term; 73.7 percent checked lesson plans once a month and
47.4percent of the checked teachers records of work once per month.
89.5percent of the head teachers also noted that QASO inspected their schools.
The study revealed that majority of the pupils (59.0%) indicated their teachers
come to class.
The following were the conclusions of the study; teaching and learning
materials influenced pupils’ performance in KCPE since pupils shared books
with one text being shared among 4-7 pupils. Physical facilities had an effect
on pupils performance in KCPE since the head teachers reported inadequacy
of latrines, desks and non-availability of a library in their schools. Checking of
professional records by head teachers had no effect on pupils’ performance
since the head teachers checked on teachers’ schemes of work once per term.
Time management had an effect on pupils’ performance since some teachers
came to class late, and pupils had a neutral attitude towards education.
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The following recommendations were drawn first the head teachers should
ensure provision of adequate teaching and learning materials, secondly the
school should ensure there are enough physical facilities to enable pupils learn
effectively. Head teachers and the QASO should inspect teachers when
teaching in class to help them improve on their teaching methods. Teachers
should ensure they are in class in time. Suggestion for further researcher, a
similar study on the investigation of the influence of institutional factors on
the pupils’ performance in Kenya Certificate of Primary Examination (KCPE)
in Athi River District should be carried out in other District of Machakos
county to establish whether they share the same challenges as Athi River
District. | en |
