School based factors influencing pupils academic achievement in Kenya Certificate Of Primary Education in Makadara District, Nairobi County
Abstract
Low academic achievement has been defined as failing to meet the average
academic performance in tests or examination scores as defined by a set cut
off points. This study investigated the school based factors influencing
academic achievement in Kenya Certificate of Primary Education in
Makadara District, Nairobi County. The specific objectives were to establish
the influence of pupil-book ratio, teacher-pupil, rate of syllabus coverage and
instructional leadership on pupils’ academic achievement in Kenya Certificate
of Primary Education in Makadara district. The study adopted a descriptive
survey design. The theoretical framework was based on input-output theory.
The input is reflected in the end product. The study targeted 26 schools, 26
head teachers, 96 teachers 348 pupils. The sample size of this study was 8
schools, 8 head teachers, 29 teachers and 104 pupils of class 7 and 8. The
study utilized all the 55(100%) questionnaires from head teachers and teachers
and focus group discussion for the pupils to collect data. Reliability of the
instrument was done through a Pearson’s product correlation. The validity
was done by conducting a pilot study on four schools that were not included in
the actual study. Both quantitative and qualitative techniques were used to
collect and analyze data. The Statistical Packages for Social Science (SPSS)
software package were utilized in analyzing the data. The data was presented
in frequency tables and bar graphs. The study provides insight to stake holders
on ways of improving academic achievement in KCPE in Makadara District.
The administrators and teachers to evaluate the findings of this study to
establish the school based factors hindering pupils’ academic achievement.
Findings may assist head teachers to re-examine and improve on their
supervisory skills. The study findings indicate that less number of books for
the pupils and minimal access to text books make pupils unable to study
effectively. Minimal individual exposure to books compromise pupils’
academic achievement. The findings indicated that teacher-pupil ratio is as
high as 1:70 and that there existed minimal interactions between teachers and
their learners hence least assistance is accorded which has an adverse effect on
academic achievement. The rate, at which the syllabus is covered, was slow in
the affected schools this limited the learners’ area of scope to study and revise
from. This affected pupils’ academic achievement. The study showed that
most of these schools scored below 250 marks for the four years consistently.
The researcher suggested that head teachers should carry out frequent
instructional supervisions and advice their teachers accordingly where
necessary. The researcher recommended that the staffing officer should
balance deployment so that all schools received enough teachers to attend to
learners adequately, and especially the slow learners. The head teachers to
sensitize their parents on the importance of having enough teachers in their
respective schools to be able to teach effectively.
Citation
Degree of Master of Education in Educational Administration and planning.Publisher
University of Nairobi Department of Administration and Planning
Description
A research project submitted in partial fulfillment of the requirement for the
award of degree of Master of Education in Educational Administration and
planning
Collections
- Faculty of Education (FEd) [6020]