School-based Factors which Influence Academic Performance in Public Primary Schools in Murang'a South Sub County, Kenya

Abstract

Despite the Government of the Republic of Kenya commitment to provide high quality primary education, pupils' academic achievement remains a challenge in the public primary schools in Murang'a South Sub County, Kenya. The study sought to establish the schoolbased influencing academic performance of public primary schools in Murang'a South Sub County. The study adopted a descriptive survey design utilizing both quantitative and qualitative techniques. The study involved a sample of 21 deputy head teachers, 105 teachers and 210 pupils making a total of 336 participants. Data were collected using a pupils' questionnaire, focus group discussions for the deputy head teachers and teachers, and an observation checklist. Data were analyzed using descriptive statistics: quantitative data were analyzed using Statistical Package for Social Sciences version 17. The school-based factors that influence performance in public primary schools in Murang'a South Sub County include use of Mother tongue and sub-standard Kiswahili and English in school and more so during the teaching/learning process; ineffective monitoring of private studies and individual learners progress; inadequacies in assessment and feedback; lack of shared vision and focused mission; and inadequate and poorly maintained physical and material resources. Based on these findings, it was recommended that the Directorate of Quality Assurance and Standards of the Ministry of Education to build the capacity to improve the acquisition and mastery of the language of instruction, lay emphasis on formative evaluation as a key aspect of educational process, sensitize all stakeholders on the importance of provision of quality education, and plan and organize education management and administration courses for the school administrators so as to improve efficiency.