Influence of school environmental factors on teaching-learning process in public primary schools in lower Nyokal division, Homa-bay district, Kenya
The main purpose of this study was to determine the influence of school environmental factors on the teaching-learning process in public primary schools in Lower Nyokal division Homabay district, Kenya. School environmental factors refer to those aspects within the school surrounding that may influence the process of teaching and learning. The study sought to fulfill the following objectives: to examine the effect of physical facilities on the teaching-learning process; to assess how sufficiency of instructional materials can promote the teaching-learning process; to explore how class size promotes teaching-learning process and to determine how school location affects the process of teaching-learning in public primary schools. The study was guided by the Systems Theory of organizations. The study adopted descriptive survey design. Questionnaires were used to gather information from teachers and head teachers while focus group discussion guide was used with the pupils. The findings of the study revealed that schools have inadequate physical facilities, with some being totally unavailable. Instructional materials are generally insufficient. Majority of the schools had large classes though most teachers prefer small classes. Lastly the teachers prefer working in accessible schools with proximity to adequate social facilities and infrastructure. The study concluded that inadequacy of physical facilities in schools has been found to influence teaching-learning process. In addition, there is general insufficiency of instructional materials in schools has also been found to greatly influence the teaching-learning process. The size of class has been found to greatly influence the teachinglearning process small classes are mostly preferred by most teachers and even pupils yet they have large classes. On school location, the schools in the rural areas are least preferred. Non-cosmopolitanism has also greatly affected the rural schools as the communities still have influence in the administration and operations of the schools. The study recommended that to improve teaching-learning process in the division, school heads should strive to provide physical facilities and instructional materials in schools. Large classes should be broken into two or more streams to make them manageable. Parents and communities living around the school should be sensitized on the importance of supporting school programs and be encouraged to organize fundraisers to put up physical facilities and procure instructional materials in schools. They should also be encouraged to buy revision books for their children. Further research may be done on influence of school environment on KCPE performance in public primary schools, influence of school motto and other school symbols on academic performance and how teacher characteristics influences pupils academic performance.