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dc.contributor.authorKitonyi, Pauline N
dc.date.accessioned2013-09-13T09:16:19Z
dc.date.available2013-09-13T09:16:19Z
dc.date.issued2013
dc.identifier.citationMaster of Project Planning and Managementen
dc.identifier.urihttp://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/56425
dc.description.abstractDifferent 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.en
dc.language.isoenen
dc.publisherUniversity of Nairobien
dc.titleInfluence of learning environment on pupil academic performance in Kenya certificate of primary education in Kaiti division, Makueni countyen
dc.typeThesisen
local.publisherFaculty of Artsen


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