Influence of learning environment on pupil academic performance in Kenya certificate of primary education in Kaiti division, Makueni county
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Date
2013Author
Kitonyi, Pauline N
Type
ThesisLanguage
enMetadata
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Different learning environments contribute to poor performance in the schools in this area and
necessitated the need to investigate on the school and home environment affecting the academic
results in KCPE. The purpose of the study was to examine the relationship between school
environment, psychological environment and home environment and how they all influence the
academic performance of the pupils. Descriptive survey design was used. The target populations
were pupils, and teachers from public primary schools in Kaiti Division. Stratified random
sampling was used in selecting the population sample. Instruments for data collection were
questionnaires for teachers and pupils. Data was collected in selected schools in the division
using the questionnaire designed. The data was then processed using Statistical Package for
Social Sciences (SPSS). Piloting of the instruments was done at Makongo primary School. The
results were intended to guide stakeholders in improving the learning environment with a view to
improving pupil’s performance. From the study findings, the study concluded that the major
factors hindering pupils’ performance were lack of teaching and learning resources, lack of
adequate physical facilities, very high TPR. The ratio of the latrines for both genders was very
high and therefore the hygiene and sanitation facilities were not adequate and therefore low
cleanliness of the toilets rendered the school environment non conducive for learning. The lack
of learning and teaching resources negatively influenced the pupils’ performance. The teachers
used participatory method of teaching as they allowed the pupils to ask questions. The
participatory method of teaching by the teachers served to enhance the learning environment as
the pupils were part of the learning process. The learning environment at pupils’ homes was not
conducive for learning which contributed to poor performance. The family that the pupils came
from played a significant role in enhancing the academic performance of the pupils. The learning
environment at home was highly non-conducive for learning and therefore the pupils’
performance was negatively affected. The study recommends that to avert the problem of
declining pupils’ academic performance in schools the government and other stakeholders
should invent new policies and strategies to improve the school environment. The school
management and other policy makers in the education sector should sensitize the parents and
pupils on ways of improving the home environment and make it more conducive for learning.
Citation
Master of Project Planning and ManagementPublisher
University of Nairobi Faculty of Arts
Collections
- Faculty of Education (FEd) [5964]