Factors Contributing to Poor Performance in Primary Schools in the Kenya Certificate of Primary Education (KCPE) In Gatundu Division, Gatundu District, Kiambu County, Kenya.

Abstract

Department of educational management, policy and curriculum studies, 92 p. The LA 1562 .N42 2013

The importance of a National Examination cannot be underestimated in academic
 development, but in Gatundu District the pupils' performance has been less than
 satisfactory. Why were the primary schools in Gatundu Division performing poorly in
 KCPE? The purpose of the study was thus to investigate the underlying factors for the
 poor state of KCPE performance. The objectives were to: determine the effectiveness
 of curriculum supervision and implementation, identify the adequacy and management
 of physical and material resources, find out the attitude of pupils towards learning,
 find out the attitude of teachers towards teaching, find out the effectiveness of the
 supervision and quality control of schools, assess the interaction between the schools
 and the community and seek views from the respondents on ways of improving KCPE
 in schools. It is expected that the findings of this study will improve KCPE results in
 Gatundu as all stake holders including the QASOS take corrective measures to
 enhance performance in KCPE in the Division. This study was based on the
 contemporary organization theory which states that "all systems are characterized by
 an assemblage or combination of parts whose function is interdependent". The study
 adapted the descriptive survey design. The population included the AEO, head
 teachers, teachers and pupils. The study used both purposive and simple random
 sampling designs. The sample size was composed of one ABO, 12 head teachers, 12
 teachers and 550 pupils. Three types of research instruments were used i.e. a
 Questionnaire, an Interview schedule and observation schedules. The content validity
 was tested. Test-retest method was used to test the reliability of the instruments. Pilot
 study was done in two selected schools. An introductory letter from the University and
 a permit from MOE was sought. The researcher visited the sampled schools and
 administered the quest.ionnaires tothe teachers and pupils. The researcher conducted
 the interview at the Area Education Officer's offices. The data were analyzed by
 descriptive statistics (frequencies and percentages). Findings were presented in
 frequency distribution tables and bar graphs. The research findings are: teachers'
 prepared professional documents but rarely used them in actual teaching, head
 teachers supervised the learning Iteaching processes, handling of the curriculum was
 not effective, physical, teaching and learning resources were available but not
 adequate, pupils had a negative attitude towards learning, teachers had negative
 attitude towards teaching, there were only three education officers for the quality
 control of schools and they rarely inspected schools, but they gave advice on quality of
 education and parents, teachers, learners and members of the community are in
 constant conflict. Recommendations made are that: schools initiate income generating
 activities to raise funds to supplement resources donated by the free primary
 programmes, external and internal supervision should be enhanced in all the schools in
 the district and schools should improve their relationship with their immediate
 communities.

Kenyatta University