Factors influencing pupils’ performance in KCPE national examination in public and private primary schools in Nakuru-north sub-county, Kenya

Abstract

The purpose of the study was to investigate factors influencing pupils’ performance in KCPE national examination in public and private primary schools in Nakuru-North Sub-County, Kenya. The objectives were to determine whether provision and adequacy of teaching and learning materials, physical facilities, teacher qualification and experience and early completion of syllabus influences KCPE performance in public and private primary schools. The study was based on Cognitive Theories of Motivation coined by Nona Tollefson (2000). Descriptive survey research design was used in this study because it enables the researcher to obtain information that describes existing phenomena by asking individuals about their perceptions, attitudes, behaviour and values. Simple random sampling was used to select 30percent of the schools thus fourteen private schools and twelve public schools participated in the study. Schools were purposively selected in the three educational zones, two best performing and two poor performers of each of the school category. Thus, the total sample for the study comprised of 26 head teachers, 130 teachers, 260 pupils and one educational officer. The data was collected through use of questionnaires, interview schedule and an observation checklist to examine the condition of learning resources and physical facilities in the sampled schools. The test-retest technique was used to test the consistence of the instrument. All head teachers’ questionnaires were returned 100 percent, 124 teachers questionnaire 95.4 percent and 245 questionnaires were returned from pupils, representing response rate 94.2 percent. Therefore 395 questionnaires were returned a 95.0 percent response rate. Collected data was analyzed both qualitatively and quantitatively. The study findings revealed that half of the head teachers in public schools indicated that teaching and learning reference books and ICT equipment were not available at all in their schools. The head teachers, 75 percent, in public primary schools indicated that classrooms and other physical facilities in their schools were available but in adequate with an exception of dining halls that are not available. However, in private primary schools, head teachers indicated that there was availability and adequacy of physical facilities in their schools with an exception of enough play-grounds. Majority of teachers in public primary schools had attained higher academic qualification than most teachers in private primary school. Majority of the respondents indicated that they set syllabus completion deadlines for their teachers, though 1.6 percent of pubic primary school head teachers indicate that they do not set deadlines for syllabus completion. The study recommended that the government should provide clear policy guidelines on how school communities could provide physical facilities that offer proper hygiene to ensure that schools are child friendly. Further the a study should be done on the institutional factors that influence teacher motivation on pupils’ academic performance