FACTORS CONTRIBUTING TO POOR PERFORMANCE IN PRIMARY

SCHOOLS IN THE KENYA CERTIFICATE OF PRIMARY EDUCATION

(KCPE) IN GATUNDU DIVISION, GATUNDU DISTRICT, KIAMBU

COUNTY, KENYA

BY

NGARUIYA JOYCE WANJIRU

E55/CE/10924/07

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER

OF EDUCATION IN ADMINISTRATION, KENYATTA UNIVERSITY

JUNE, 2013
 DECLARATION

This research project is my original work and has not been submitted for any other

study programme in any university.

Ngaruiya Joyce Wanjiru Date

E55/CE/10924/07

This project has been submitted for examination with our approval as university

supervisors.

Dr. Levi I. Libese Date

Department of Educational Management,
Policy and curriculum studies
Kenyatta University

Dr/Sis. W. Itolondo Date

Department of Educational Management,
Policy and curriculum studies
Kenyatta University

ii
 DEDICATION

This research project is dedicated to the memories of my late family members, more

so my late father Mzee Peter Ngaruiya.

iii
 ACKNOWLEDGEMENTS

My very sincere thanks go to my supervisors Dr. Libese and Dr/Sis Itolondo for their

positive contribution towards the success of this work.

My gratitude goes to all my lecturers who taught and guided me in my course work in

the school of Education.

I am also grateful to the Kenyatta University Bureau of Educational Research for

allowing me to use the facility as well as the DEO’s office Gatundu for the valuable

information accorded.

I owe my family members many thanks for their unwavering support throughout the

entire study period.

My deep appreciation goes to all my friends and colleagues, including Lucy and

Dorcas who have been very supportive all through.

The greatest expression of gratitude is to the Almighty God who enables and is the

source of all knowledge and wisdom.

iv
 TABLE OF CONTENTS

DECLARATION.......................................................................................................... ii
DEDICATION............................................................................................................. iii
ACKNOWLEDGEMENTS ....................................................................................... iv
TABLE OF CONTENTS .............................................................................................v
LIST OF TABLES ...................................................................................................... ix
LIST OF FIGURES ......................................................................................................x
ABBREVIATIONS AND ACRONYMS ................................................................... xi
ABSTRACT ............................................................................................................ xii

CHAPTER ONE ...........................................................................................................1

INTRODUCTION.........................................................................................................1
1.1 Introduction .........................................................................................................1
1.2 Background to the study .....................................................................................1
1.3 Statement of the problem ....................................................................................3
1.4 Purpose of the study ............................................................................................5
1.5 Objectives of the study........................................................................................5
1.6 Research questions ..............................................................................................6
1.7 Significance of the study.....................................................................................7
1.8 Limitations of the study ......................................................................................7
1.9 Delimitations of the study ...................................................................................7
1.10 Assumptions........................................................................................................8
1.11 Theoretical framework ........................................................................................8
1.12 Conceptual framework ......................................................................................12
1.13 Definition of central terms ................................................................................13

CHAPTER TWO ........................................................................................................14

REVIEW OF RELATED LITERATURE ...............................................................14
2.1 Introduction .......................................................................................................14
2.2 The effectiveness of supervision and curriculum implementation in the primary
schools...............................................................................................................14

v
2.3 The adequacy and management of physical and material resources (including
teaching and learning resources e.g. books, materials for games and sports
etc.) ...............................................................................................................17
2.4 The attitude of pupils towards learning ............................................................20
2.5 The attitude of teachers towards teaching .........................................................22
2.6 The effectiveness of the supervision and quality control of schools ................24
2.7 The interaction between the schools and the community .................................27
2.8 Summary ...........................................................................................................30

CHAPTER THREE ....................................................................................................33

RESEARCH METHODOLOGY AND DESIGN ....................................................33
3.1 Introduction .......................................................................................................33
3.2 Research design ................................................................................................33
3.3 Study Variables .................................................................................................34
3.4 Study locale’ .....................................................................................................34
3.5 Target population ..............................................................................................35
3.6 Sample and sampling procedures......................................................................36
3.7 Research instruments ........................................................................................38
3.7.1 Questionnaire ........................................................................................38
3.7.1 Interview schedule ................................................................................39
3.7.2 Class guide observation schedule .........................................................39
3.8 Validity of research instruments .......................................................................39
3.9 Reliability of research instruments ...................................................................40
3.10 Piloting ..............................................................................................................40
3.11 Data collection procedure .................................................................................41
3.12 Data analysis .....................................................................................................42

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CHAPTER FOUR .......................................................................................................43
DATA ANALYSIS, PRESENTATION OF FINDINGS AND DISCUSSION ......43
4.1 Introduction .......................................................................................................43
4.2 The effectiveness in the supervision and implementation of curriculum and
instruction in primary schools ...........................................................................44
4.3 The adequacy of the teaching/learning resources .............................................51
4.3.1 Observation schedule on the availability and adequacy of
teaching/learning resources ...................................................................53
4.4 The attitude of pupils towards learning and its effect on their performance ....54
4.5 How the attitude of teachers towards teaching affect performance ..................56
4.6 The effectiveness of the supervision and quality control of schools ................59
4.6.1 Observation schedule on the management of curriculum and instruction
in primary schools .................................................................................62
4.7 The extent to which the schools and the community interact ...........................62
4.8 The views of the respondents on the strategies of improving KCPE
performance in schools in Gatundu Division....................................................65

CHAPTER FIVE ........................................................................................................68

SUMMARY, CONCLUSION AND RECOMMENDATIONS ..............................68
5.1 Introduction .......................................................................................................68
5.2 Summary of the research findings ....................................................................68
5.2.1 The effectiveness in the supervision and implementation of . curriculum
and instruction in primary schools ........................................................68
5.2.2 The adequacy of the teaching/learning resources .................................69
5.2.3 The attitude of pupils towards learning and its effect on their
performance ..........................................................................................69
5.2.4 How the attitude of teachers towards teaching affect performance ......69
5.2.6 The extent to which the schools and the community interact ...............70
5.2.7 The views of the respondents on the strategies of improving KCPE in
schools in Gatundu Division .................................................................71
5.3 Conclusion ........................................................................................................71

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5.4 Recommendations .............................................................................................72
5.5 Suggestions for further studies..........................................................................73

REFERENCES ............................................................................................................74

APPENDICES .............................................................................................................79
APPENDIX A: Questionnaire for class 8 pupils ..........................................................79
APPENDIX B: Questionnaire for class teachers for class 8.........................................81
APPENDIX C: Questionnaire of Head teachers ...........................................................85
APPENDIX D: Observation Guide Availability and Adequacy of Teaching/Learning
Resources.............................................................................................88
APPENDIX E: Interview Schedule for the AEO .........................................................89
APPENDIX F: KCPE performances by districts in Central Province in the years
2008 - 2011 ..........................................................................................91
APPENDIX G: Map of Central Province, Kenya .........................................................92

viii
 LIST OF TABLES

Table 1.1 Thika/ Gatundu District KCPE Performance in the years 2008 to 2011 5
Table 3.1 Target population ..................................................................................36
Table 3.2 Sample size ...........................................................................................37
Table 4.1 Teachers’ responses on the preparation and utilization of professional
documents .............................................................................................44
Table 4.2 Head teachers’ responses on the frequency of checking professional
documents .............................................................................................45
Table 4.3 Teachers’ responses on the frequency of head teacher's supervision of
curriculum implementation ...................................................................47
Table 4.4: Views of head teachers, teachers, pupils and the AEO about syllabus
coverage ................................................................................................48
Table 4.5 Views of pupils on the frequency of teachers’ in marking books and
assignments ...........................................................................................49
Table 4.6 Frequency of remedial teaching ............................................................50
Table 4.7 views of head teachers, teachers and pupils on the adequacy of the
teaching/learning resources ...................................................................52
Table 4.8 Availability and adequacy of teaching/learning resources ...................53
Table 4.9 The Attitude of pupils towards learning and how it affects their
performance in KCPE ...........................................................................54
Table 4.10 The attitude of teachers towards teaching and how it affects their
performance ..........................................................................................57
Table 4.11 Educational and professional help offered by quality assurance officials
...............................................................................................................61
Table 4.12 Management of curriculum and instruction in primary schools ...........62
Table 4.13 Views of head teachers and teachers on the partnership of community
and schools ............................................................................................63
Table 4.14 Head teachers’, teachers’ and pupils’ suggestions on improving KCPE
in Schools ..............................................................................................66

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 LIST OF FIGURES

Figure 1: The Open System of Organization ................................................................12

Figure 2.Number of times quality assurance officers’ visit schools .............................60

x
 ABBREVIATIONS AND ACRONYMS

AEO Area Education Officer

DEO District Education Officer

QASO Quality Assurance and Standards Officer

KIE Kenya Institute of Education

KCPE Kenya Certificate of Primary Education

KCSE Kenya Certificate of Secondary Education

MOE Ministry of Education

SMC School Management Committee

TAC Teacher Advisory Centre

TSC Teachers’ Service Commission

xi
 ABSTRACT

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 AEO, 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 questionnaires to the 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 /teaching 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.

xii
 CHAPTER ONE

INTRODUCTION

1.1 Introduction

This introductory chapter gives the background to the study. The chapter also presents

the problem the study investigated, the objectives it attempted to achieve and the

research questions it intended to answer. The theory informing the study and a

conceptual framework showing the relationship between variables involved in the

study are also part of this introductory chapter. A brief statement of the anticipated

usefulness of the study, the limitations and delimitations that governed the study and

finally, operational definitions of significant terms conclude the chapter.

1.2 Background to the study

"Education is the key to success," was the song in almost every school assembly

pupils attended in primary school. Nowadays the populace hardly hears such choruses

sung by school children. In fact, not many public primary schools participate in

common competitions in folk dances such as was the case in the 70’s and 80’s where

the spirit of competition was created and it was largely felt in the academics

(Kathuri,1986).

In many parts of the world, Kenya included, progress from one level of education to

the next is determined by performance in National Examinations (Sifuna, 1988).

Kenya Certificate of Primary Education (KCPE) determines not only who is to

continue to secondary school but also which category of school i.e. national,

provincial or just a district school. Pearce (1972) maintains that examinations are used

1
to identify and define those judged to proceed to the next stage. Similarly Court (1975)

observes that the certificate of primary education determines the whole destiny of a

child, the better the performance of the child in K.C.P.E, the higher the chances of

joining a prestigious secondary school thus determining the chances of joining the

university and the prospects of a well-paying job. When an individual progresses, the

community progresses and the nation as a whole. No one should be a burden to the

growth of the nation. All should contribute their fair share to the national growth. This

fact forms the background of this study (Pearce, 1972).

Formal education was introduced to Africa and Kenya by Christians Missionaries in

the 19th Century. Their main aim was to spread Christianity and in the process offered

some fluency in reading and arithmetic (Sifuna, 1980). The quality of missionary

education offered to the Africans during the colonial times in Kenya was low.

However, since the attainment of independence in 1963, the Government of Kenya has

committed it-self to improving the standards of education at all levels. This

commitment arises out of several reasons. Among them is the need to provide

education for all as a fundamental human right, as a tool in the fight against poverty,

as a vehicle of achieving national goals of development, integration and peace as well

as personal development (GOK, 1965). It is for this reason that the Government has

from time to time appointed various educational commissions, committees and task

forces to address various challenges facing our education sector. Such include the

Kenya Education Commission (1964), National committee on educational objectives

and policies (1976), the presidential working party on the second university in Kenya

(1981), the presidential working party on education and manpower training for the

2
next decade and beyond (1988), the commission of enquiry in the education system in

Kenya (2000); all with an aim of improving the quality of education in the country. At

the same time, the government is signatory to international conventions that have

emphasized the right of every human being to quality education (UNESCO, 2002).

Such include the UN convention on the rights of the child, the convention on the

elimination of all forms of discrimination against women (CEDAW) and the World

Conference on Education for All (EFA). The Government has developed various

policies and strategies to implement the recommendations of these international

conventions and protocols. A good example is the sessional paper No. 1 of 2005, a

policy document on education and its implementation program known as the Kenya

education sector support program (KESSP) (Republic of Kenya, 2005). Here, the

Governments focus is on promotion of access, equity, relevance and quality of

education; more so basic education.

However, this cannot be realized if some parts of the country continue to record poor

performance in KCPE (Abagi & Odipo, 1997). For instance, Gatundu District has

recorded the poorest performances in KCPE in Central Province between the years

2008-2011 (see Appendix (F). The poor performance in KCPE defined the need for

this study, which attempted to establish the underlying factors behind the poor

performance.

1.3 Statement of the problem

An important manifestation of quality of education is better student performance,

especially in KCPE examinations. However, since the introduction of the 8.4.4 system

3
of education, performance in KCPE examinations in Gatundu Division has been

unimpressive for all the years under consideration. For instance, the average mark of

227.1 for the District has been below half the total mark of 500 which is the highest

mark a candidate can score in KCPE. This trend in KCPE performance has elicited a

lot of concern among parents, teachers, students and other stakeholders in Gatundu

Division.

The game of blaming and counter blaming has been going round the different circles

posing the question, what factors contribute to this poor performance. This study

therefore sought to find out what factors has contributed to the poor performance in

KCPE in primary schools in Gatundu Division. Table1.1 shows the Division has been

taking the last or the second last position in KCPE since 2008 among the five (5)

Divisions in Thika District and in Gatundu District in the years 2010-2011. Again,

though the margin is not so significant, the KCPE results show Gatundu Division

lagging behind other Districts in Central province. These reasons elicited the

researcher interest to investigate why Gatundu Division is worst among the worst in

KCPE performances.

4
Table 1.1 Thika/ Gatundu District KCPE Performance in the years 2008 to 2011

Ranking 2008 2009 2010 2011

Division MSS Division MSS Division MSS Division MSS

1 Ruiru 264 Ruiru 259 Ngenda 244.3 Ngenda 244.9

2 kakuzi 246 kakuzi 250 Mangu 239.5 Mangu 238.2

3 Gatanga 232 kamwangi 231 Chania 227.4 Gitobokoni 229.1

4 Gatundu 227 Gatanga 222 Gitobokoni 224.3 Chania 222.5

5 Kamwangi 226 Gatundu 221 Kiganjo 217.9 Ndarugu 218.9

6 Ndarugu 216.2 Kiganjo 216.9

Source: Gatundu Education Office, 2012

1.4 Purpose of the study

The purpose of the study was to investigate the factors contributing to poor

performance in the Kenya Certificate of Primary Education (KCPE) in Gatundu

Division, Gatundu District (Kiambu County) Kenya.

1.5 Objectives of the study

The objectives of the study were:

1. To assess the effectiveness of curriculum supervision and implementation in

primary schools in Gatundu Division.

2. To find out whether there are adequate physical and material resources (including

teaching and learning resources e.g. books, laboratory equipments, materials for

games and sports etc) in primary schools in Gatundu Division.

3. To establish the attitude of pupils towards learning in primary schools in Gatundu

Division.

5
4. To establish the attitude of teachers towards teaching in primary schools Gatundu

Division.

5. To investigate whether there is effective supervision and quality control of primary

schools in Gatundu Division.

6. To establish the interaction between the primary schools and the community in

Gatundu Division.

7. To seek views from the respondents on ways of improving KCPE in primary

schools in Gatundu Division.

1.6 Research questions

The study sought to answer the following research questions:-

1. How effective is the supervision and implementation of curriculum and instruction

in primary schools in Gatundu Division.?

2. To what extent are the physical, teaching and learning resources available for

teaching adequate in primary schools in Gatundu Division.?

3. What are the attitudes of the pupils towards learning in primary schools in

Gatundu Division.?

4. What are the attitudes of the teachers towards teaching in primary schools in

Gatundu Division?

5. How effective is the supervision and quality control of primary schools in Gatundu

Division?

6. To what extent do the primary schools and the community interact in Gatundu

Division?

6
7. What are the views of the respondents on suggestions of improving KCPE in

schools in Gatundu Division in Gatundu Division.?

1.7 Significance of the study

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 also aimed at providing information

to teachers on the best practices in the improvement of KCPE in Gatundu. It will

contribute to the teachers’ improvement in their instructional methods and planning

which will eventually lead to effective implementation of the curriculum whose

outcomes will be worthwhile. Information useful to both teachers and other

stakeholders on the effects of the adequacy of resources has been discussed.

1.8 Limitations of the study

This study was confined only to Gatundu Division (now District) and therefore the

findings cannot be generalized to the whole County or Province.

Due to financial constraints, the researcher limited the study to Gatundu Division. The

study did not consider performance in each specific subject but the general KCPE

performance.

1.9 Delimitations of the study

This study confined itself to the pupils, the heads and the teachers in public primary

schools in the Division.

7
The pupils and the teachers to be included in the sample were those in session in their

respective schools by the time of study. Those who were absent or had completed

standard eight were not included in the sample even though they might have had good

inputs.

1.10 Assumptions

The following assumptions were made in the study:

1. That the teachers in the sampled schools are well trained and dedicated to their

jobs.

2. That the pupils in the sampled schools are highly motivated to learn.

1.11 Theoretical framework

This study was based on the contemporary organization theory. The contemporary

organization theory is a social systems theory initially developed by Ludwig von

Bertalanffy (1956), a biologist. The theory states that “all systems are characterized by

an assemblage or combination of parts whose function is interdependent.”

The concept of a system can be defined as a set of interrelated elements that function

as a unit for a specific purpose. Systems are divided into two main classes i.e. “open”

systems which interact with their environment and “closed” systems which do not

interact with their environment. The social systems theory generally deals with the

open systems.

The open system theory generally recognizes that all organizations are unique – in part

because of the unique environment in which they operate – and that they should be

8
structured to accommodate the unique problems and opportunities. Environmental

influences that affect open systems refer to the cultural values (which shape views

about ethics and determine the relative importance of various issues.), economic

conditions and the legal/ political environment which helps to allocate power within a

society and to enforce laws.

The open system framework starts with the proposition that all social organizations

share certain characteristics, among which are the following: As open systems,

organizations receive resources (inputs) in both human and material forms and

transform these into products and services (outputs) using internal social and

technological processes (throughputs).

The school as a social system receives inputs (students, teachers, funds, technology,

laws, school board policies, community values), transforms them into an educational

program and produces graduates (outputs) with certain social norms and skills. Open

systems export their products to the external environment and these outputs usually

become inputs of other organizations. After acquiring the necessary skills, attitudes

and knowledge, our primary school graduates are supposed to join the secondary

school system. That is why the KCPE examination is crucial in determining who joins

which school. Internally organizations depend on the effective functioning of

interdependent subsystems, each of which is defined in terms of the role it plays in the

overall system. Each sub-system carries out a series of required activities hence the

structural division of labor, specialization and hierarchy.

9
The inter-dependent sub-systems in a school include the following:- Organizational

structure i.e. pupils, teachers and the non-teaching staff; further grouped into various

departments and the class levels from standard 1-8. In a school setting the people in

each unit must work in harmony because the performance of one department will

affect the performance of the entire system. Material resources like buildings of

classes, libraries, dormitories, etc. Teaching/ Learning materials like books, charts etc.

Work tasks i.e. Teaching/ Learning activities, supervision, disciplining, guidance and

counseling etc. open systems seek equilibrium or a stable state both internally and in

relation to external forces and they achieve equilibrium through a constant process of

adaption to their environment.

The school as a social system does a lot of interaction with its external environment of

which it is part of as a school cannot succeed as an island on its own. Social systems

are open systems; therefore schools are affected by state mandates, by politics, by

history and other environmental sources. Social systems are so normative, so schools

have formal rules and regulations as well as informal norms that prescribe appropriate

behavior.

They are also sanction bearing; having formal mechanisms such as expulsions,

suspensions, terminations, tenure and promotions as well as informal sanctions that

include the use of sarcasm and ridicule.

Finally, social systems have distinctive cultures: schools have a dominant set of shared

values that influence behavior. Feed back in the form of information about

10
environmental responses to organizational activities (outputs) is used to keep the

system on course with regards to its goals and evaluate performance of the

organizations and its sub units.

The school administration receives feed back from a wide variety of sources (parents,

Ministry, alumni, and community groups). If the feedback is positive the school

decision-makers will probably continue to do what they have been doing. If on the

other hand the feedback is negative, the normal reaction is to respond adaptively by

trying to bring outputs into line with the demands of the environment.

11
 1.12 Conceptual framework

The school as a social system can be conceptualized as follows;

1) ENVIRONMENT/ COMMUNITY

All the elements outside the system that have the potential to affect all or part of the

system e.g. school/community relations, ministerial policies etc.

3) THROUGHPUT.
The process of conversion/ transformation
of resources within the system e.g.
2) INPUT Pupils (sex, personality/ character, home 4) OUTPUT.
background.) The work of the
Resources are system exported back
taken or Human resource (head teachers, teachers, to the environment
received from (school leavers
nonteaching staff, QASOS)
an external whose performance
environment. Teaching/ learning resources (books, charts implies a measure of
etc) the knowledge and
skills gained.)
Physical/ material resources (class rooms,
desks, chairs, toilets)

Recreational facilities (playing fields, clubs)

5) FEEDBACK.
A continuing source of information concerning the
relationship with the external environment used to make the
necessary changes in order to survive and grow e.g. parents,
alumni, sponsors etc.

Figure 1: The Open System of Organization

12
1.13 Definition of central terms

The following terms are used in the study:-

Primary Education Refers to the level of formal education that precedes Secondary

School.

Performance Refers to the pupils’ level of achievements / attainment of

knowledge and skills compared to others. It also shows the

position of schools with respect to others.

Zone The smallest unit in the central government under a district

consisting of a cluster of schools manned by a zonal quality

assurance and standards officer.

Inspection Refers to overseeing the condition and maintenance of

resources as well as terminal evaluation of performance and

organizational effectiveness.

Enrollment Refers to the act of making someone an official member of a

group or organization. In primary education it means the
registration of pupils in primary schools.
Resources Refers to the manpower (teachers), equipments, materials and
facilities that are used to enhance learning and teaching.
Learning This includes physical facilities like classrooms, libraries,
resources laboratories and materials such as books and charts.
Free Primary Refers to a situation where access to primary education is
without any
Education fees or levies

13
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The chapter deals with a review of related literature on factors contributing to poor

performance in primary schools. The researcher reviews documents and reports from

various sources that have to do with issues like: - the effectiveness of curriculum

supervision and implementation, the adequacy and management of physical and

material resources, the attitude of both teachers and pupils, the effectiveness of the

supervision and quality control of schools and school community relationship.

2.2 The effectiveness of supervision and curriculum implementation in the

primary schools

Syllabus coverage determines pupils’ performance in examination because, pupils are

tested generally from any topic in the syllabus and if any school doesn’t cover all the

topics in the syllabus, and then it will be disadvantaged. Proper syllabus coverage will

depend on time management in the school by head teacher, teachers and students.

Campbell (1986) observes that effective and efficient management of curriculum and

instruction in educational institution in basic prerequisite for stability and

improvement of academic performance. Comber and Keves (1973) stated that within

limits, the more hours allowed to instruction in subject, the higher the achievements.

Similarly at the end of primary school, the more the homework given and corrected

the better the students performance in examinations. This implies that good time

management by the teachers would ensure effective syllabus coverage. The current

study explored whether this was the case in Gatundu Division.

14
Eshiwani (1986) affirmed the importance and usefulness of providing extra coaching

to pupils who are preparing for major national examination. Frequent exposure of

students to test can improve examination performance, promptness in giving and

making homework assist in identifying areas of weakness to be improved. When there

is low teacher absenteeism and high level of group involvement in planning for

curriculum instruction, this can enhance better syllabus coverage.

Learning time can be maximized when classroom time is used effectively; i.e when

teachers waste less time by starting and ending instructional activities, select

curriculum materials which are appropriate to the students and when teachers spend

more time preparing for the lessons, these preparations raises the quality of instruction

and coverage of syllabus within specified time and improves students achievements.

Kimani (2002) asserts in his study that there are three means of monitoring progress in

curriculum implementation namely; continuous assessment, mid-term examination

and checking learners notebooks. His study found out that through delegation of

duties, head teachers assign heads of department to scrutinize schemes of work and

record of work covered by the teachers. However, this study tries to qualify that by

looking at professional documents like schemes of work, lessons notes, lesson plans,

and records of work, and then the teaching and learning of the subject in question is

effective. This is not necessarily the case since all these could be put in place but the

use of this document in the teaching and learning process matters a lot. Mtume (2005)

carried out a survey on the role of head teachers as instructional leaders in private

schools in Nakuru dioceses. The study utilized questionnaires interview guides and

15
observation guides to collect data. His study found out that there were many breaks

because of meetings and that the head teachers were notoriously absent from school

The head teacher should support the teachers through lesson observation, professional

counseling discussions on professional documents, learners’ participatory assessment

methods and provision of feedback to learners. According to Mbithi (1974)

administration is defined as a formalized system which is intended to control,

supervise, plan and make decision about basis of established authority. Duignan

(1986) identified that school leadership are a crucial factor in the success of a school.

Duignan mentioned activities that constitute effective leadership by the school

principal to include; setting an atmosphere of order, creating a climate of high

expectations of staff and students, encouraging collegial and collaborative

relationships and building commitment among students and staff to the school goals.

Furthermore the headteacher has a role of translating educational policies and

objectives into programme within the school. The headteacher is also expected to

execute administrative function as well as instructional supervision. To carryout his

role effectively he should be knowledgeable in managerial skills which would enable

him to plan, supervise, control, evaluate and make proper decision. An effective

headteacher plays his/her role in six task areas, which includes, pupils personnel, staff

personnel, school community relation, provision of physical facilities and financial

management.

Kathuri (1986) noted that there was a positive strong relationship between the quality

of administration, in a particular school and performance in K.C.P.E Examination. He

16
maintained that the first aspect of administration is staff meeting such meeting gives

headteacher an opportunity to convey any useful information. Teachers are also

expected to air the views on how the school should be managed. The head teacher also

does other duties which are important for facilitation of curriculum instruction. Sifuna

(1988) asserted that factors such as lack of clear communication, poor relationships

between head teachers, teachers and students, inefficient instructional policies and

practices, and leaving parents out of school activities contributes to poor performance

in high school. The objective of the researcher was to find out whether the

management of curriculum implementation and supervision in the primary schools has

any influence on KCPE performance in Gatundu Division.

2.3 The adequacy and management of physical and material resources

(including teaching and learning resources e.g. books, materials for games

and sports etc.)

Schools with adequate facilities such as text books and other instructional materials

stand a better chance of having better results than poorly equipped ones Kombo

(1988). Psychologists assert the same, with the suggestion that “All that we hear and

see we learn about ten percent through our sense of hearing and eighty percent or more

through the sense of sight. We retain twenty percent of all that we hear and half of all

that we both see and hear (Kombo, 1988). This view therefore indicates that the use of

a variety of teaching aids could benefit students in that their chances of perception,

understanding and retention of subject matter greatly improve.

17
Kabui (1992) found out that there was a relationship between availability of text books

and achievements, where the main activity was problem solving. To the young

inexperienced teachers, textbooks are very important because they depend on them

more than the experienced teachers. Lack of adequate textbooks therefore makes

teaching a very difficult task for such teachers. Eshiwani (1988) noted that one of the

factors that caused poor KCPE performance was lack of learning and teaching

materials, which caused lack of motivation to learners.Eshiwani (1988), indicates that

most schools which perform poorly spend less money on the purchases of teaching/

learning resources.

Court and Ghai (1974) recognize the distribution of resources such as textbooks and

equipment as a major factor that accounts for scholastic differences among schools.

Berthoud (2000) observed that as they teach, good teachers keep in mind both what

they teach and what they teach with. It is the proper organization of learning resources

and use of appropriate teaching and learning strategies which enhance the acquisition

of the subject matter. Physical facilities like classrooms, libraries, workshops,

laboratories and the nature of environment for learning contribute effectively to

performance. Gakuru (1982) indicates that the condition of school buildings is an

important aspect in the learning process. For example, teachers are able to leave their

teaching aids in classrooms with lockable doors and windows for as long as they wish.

Those who are forced to pull them down at the end of every day feel unmotivated to

use them. The Government of Kenya in the Koech Report (1999) noted that

congestion within classrooms affect the teaching /learning environment.

18
The quality and adequacy of physical facilities and equipment have a direct bearing on

quality of education. This is because sufficient quantity and quality resources and

facilities determine how effectively the curriculum is implemented.

However, it is important to note that schools with abundant resources may not always

utilize them efficiently for the utmost benefits of raising the students' level of

performance while those with limited resources may utilize whatever they have

efficiently to raise the standards of teaching/learning and performance. Learning

resources and materials are basic requirements for education and must be available to

learners in adequate quantity and quality at the time they are required for proper

implementation of the curriculum. These resources range from classrooms, desks,

science equipments laboratories, textbooks and other materials. Lack of these facilities

in the school will definitely have negative impact on the academic achievements of the

students and also affect implementation of the curriculum. Studies concerning

academic performance conducted by Kathuri (1982) and Orodho (1996) found that

there is a positive and significant relationship between students’ achievements in

physics and chemistry and the level of adequacy of science textbooks, laboratories,

textbooks and exposure to practical exercises. Availability of teaching and learning

resources contribute a lot to students achievements.

Eshiwani (1983) stated that difference in school facilities such as libraries,

laboratories, playing fields and electricity would seem to account for difference in

achievements. He found that the schools that performed consistently well possessed

adequate facilities. Thus the presence or absences of school facilities could dispose

19
high achieving and low achieving schools. In another similar study Eshiwani et al

(1988) observed that most of the schools, whose students performed poorly, spent less

money on the purchase of teaching resources. Lack of adequate textbooks and

teaching materials makes teaching difficulties as students are unable to do their oral or

written work during class lesson. Kombo (1988) affirmed that availability and the use

of teaching aids/resources in schools are among the factors which may explain why

poor performance in examinations is a characteristic of secondary schools. According

to him schools with adequate resources such as laboratories, textbooks, and other

instructional materials would stand a better chance of having better results than poorly

equipped ones. The availability and the use of teaching and learning resources could

contribute to high level of quality of education and performance of students. However

schools with abundant teaching and learning resources may not always effectively

utilize them and this may also result in student poor performance. The objective of the

researcher was to find out whether the adequacy and management of physical and

material resources (including teaching and learning resources e.g. books, materials for

games and sports etc.) has an influence in KCPE performance in schools in Gatundu

Division.

2.4 The attitude of pupils towards learning

Attitude is an important aspect in learning and it can either hinder or enhance the

learning. Therefore a pupil who is highly motivated to learn and sees its usefulness can

make better progress than one who has a lower degree of aspirations, interest and

motivation. If one is motivated to learn, he/she appreciates its value and chances to

perform in it are too high (KESSP, 2006). Wilkins (1987) asserts that when a class

20
consists of voluntary learners a certain degree of self-motivation can be taken for

granted and exploited, but when learners are not volunteers, the teacher must stimulate

and retain the motivation. The same view is expressed by Mokono (2004) not much

was happening to change the negative attitudes of pupils towards learning despite

there being set school policies. Soakpa (2005) carried out a study on the attitudes of

primary school learners towards learning in the Democratic Republic of Congo. The

study used survey design and questionnaires to collect data and his study found out

that socio- economic background of the learners affected their attitudes towards

learning given that they associated it with the rich in society.

Learners’ attitudes toward learning grow increasingly negative as they progress

through school (Majoribirik, 2000).Similarly; Neagley (1980) on learners’ attitude

toward learning in primary schools agrees that though overall enrollment in primary

schools has risen over the past decades, learners’ conceptual participation in schools

remains deficient. In addition, this situation is exacerbated for females who have more

negative attitudes towards leraning (Nunan, 2000). To a majority of learners however,

context has an important influence on female learning process (Pincent, 1962). Russel

(1985) on pupils’ interest in learning, (a survey in Finland) attributes interest as a

characteristic of a person. It is aroused as a function of interestingness of a content and

context and partially under the regulation of the teacher (Todd, 2000). Interest can also

be conceptualized as an integrated component of an interrelated network of psychical,

social and physical factors in a certain learning situation (Fullan, 1991).

21
Mc Diarmid (1995) on gender gap and classroom interactions: Reality or Rhetoric,

found out that 63 per cent of boys said they liked learning, and this fell to 37 per cent

for girls. Child-rearing practices which diminish learners’ self - confidence may be

particularly detrimental to their education. Halliday (1977) found that in Wales’s, girls

and boys tend to rate mathematics among the most difficult subjects at school. But

whereas boys will prefer subjects and choose to study them in spite of their difficulty,

girls tend to prefer the subjects they think are easier. The objective of the researcher

therefore, was to determine whether learners’ attitude towards learning have any

influence on KCPE performance.

2.5 The attitude of teachers towards teaching

Getau (1983) carried out a study on the present situation regarding the teaching and

learning in primary schools of Kikuyu Division. His study revealed that policies in

education, which reflect the attitudes of policy makers, have been responsible for the

attitudes pupils have towards learning. His study found out that with those policies,

certain subjects had been given a lot of emphasis from upper primary onwards than

others .Thus pupils and teachers through this develop a negative attitude towards

certain subjects. However this study did not address the fact that these attitudes have a

big role to play in the teaching and learning process and consequently the KCPE

performances. The current study explored the ways in which the attitudes of learners

and teachers affect the teaching and learning and their influence on KCPE

performances. This is because teachers influence to a large extent, the effectiveness of

teaching and learning process and all this depends on their attitudes towards their work

and the learners’ attitudes too.

22
Mwale (2001) carried out a survey in Malawi on secondary school learners’ attitudes

towards the teaching and learning in primary schools. The purpose of the study was to

examine the learners’ attitudes towards learning and their effect on performance. The

study found out that majority of the learners disagreed that they hated learning. The

learners had a strong desire to learn. However, teachers frustrated them by

embarrassing them. The study used a Likert scale as the main instrument for the study,

which is an appropriate instrument in measuring attitude. This study found out that the

learners can be interested but if the teachers cannot use positive reinforcement, they

kill the morale in the learners. The above study did not investigate the causes of the

negative attitudes in the teachers an area that the current study explored. There is a

correlation between attitudes, self-concept and teaching effectiveness that reveals that

when teachers were teaching effectively, there was a closer relationship between

attitudes and self-concept than when teaching effectiveness was varied. The

satisfaction of a teacher is positively related to his/her achievements in the good

performance of his/her pupils/students Kibui (1995).

A teacher should be a prospector looking for gold (Branden, 1995). Efumbi (2002)

suggested that instead of a teacher being authoritative and a strict disciplinarian who

punished children if they talked in class, he should be a guide and a facilitator. He

should organize group activities, allow pupil movements and talk and also allow the

pupils to initiate their own activities. A good teacher is one who is creative in selecting

appropriate teaching-learning strategies that motivate the interest of his/her learners.

Eshiwani (1988) in his findings asserts that extra tuition to pupils who are preparing

for a national examination is very important.

23
The attitude and expectation of learners are greatly influenced by their teachers

(Breakwell, 2000). The pupils learning in particular offer is likely to win approval

from parents, teachers and peers. Consequently, very few pupils will join school

unless they receive considerable encouragement and a model to do so from their

teacher. In addition, teachers play a central role in the creation of self-differentiated

values and self-perceptions. These effects are not necessarily intentional; teachers are

often unaware of things they are doing which discourage their pupils from studying

(Jordanova, 1980). The objective of the researcher was to find out whether teachers’

attitudes towards teaching have any influence on KCPE performance.

2.6 The effectiveness of the supervision and quality control of schools

The quality assurance and standard is responsible for the control of the quality of

education at all levels throughout the country. This is achieved through inspection,

guidance and advice to all schools in the country. Such inspection includes visits to

institutions for checking on facilities, equipments, administration and actual teaching

by individual member of as staff. During such visits, quality assurance and standard

officer may give advice to both head teacher and staff on such matter necessary to

improve the quality of instruction in the school.

Mbithi (1974) identified the overall role of the inspectorate as that of “controlling the

quality of education at all levels throughout the country through inspection, guidance

and advice to all schools in the country”. To this extent then the key role of

inspectorate personnel concerns activities which ensure that the supervision of

education programmes and resources are carried out efficiently. Among such

24
personnel are the district quality assurance and standards officers. The concern of such

personnel would be to make sure that educational administrators perform their roles as

expected and that instructional practice is conducted within the reasonable bound of

set objective. Inspection and supervision must be carried out periodically so that the

standards of education are regularly assessed and controlled.

The inspection and supervision reports are meaningless unless they are followed by

action. Supervision must be comprehensive in scope and it should be directed towards

all factors involved in pupils learning. Supervisor must be more experience than the

teachers they supervise; provision should be made to aid school inspectors’ easy

access to the schools. With little inspection, schools are likely to continue performing

poorly. King (1991) observed that with minimal supervision in many areas, it is not

surprising that absenteeism is common and that many teachers try to combine teaching

with business interests (p146). However understaffing is great impediment to the

QASO to effectively carry out their important role of ensuring quality education.

Olembo (1992) mentioned that: The explosive growth of schools in Kenya has led to

the number of inspectors being inadequate to the number of schools particularly

primary school which are adversely affected by the increasing enrolment (p142).

The importance of monitoring is for screening facilitators, reviewing materials,

monitoring classes to be sure the facilitator shows up, and planning recognition

activities for both facilitators and learners who complete the primary level of

education. King (1991) identifies what to supervisor, tools and skills to be used in a

functional education programme. According to King, the following are supervised:

25
output, attendance, drop-outs, enrolment, and level of participation, quality of

discussions, supply and use of materials and content and quality of participants’

books. Tools to supervise are: class registers, record books, timetables. There are three

priorities for a supervising and assessment system programs: to document the number

of learners who participate, to document the number of instructional or contact hours

the learners receive, and to measure and document levels of skill in reading, writing

gained through participation (King,1991). The government envisions a monitoring

system that would engage and, indeed, inspire all stakeholders. Monitoring and

assessment would be effective only if each of the stakeholders finds value in it.

Learners, instructors, government and other educational players are identified as the

primary stakeholders. Learners have an interest in monitoring and assessing their

learning and should be full participants in the assessment process. Inspectors have an

interest in a system that facilitates teaching and learning and informs instruction and

program development. Government has an interest in seeing the learning enhanced

and requires reliable ways to measure changes in literacy rates.

In most counties, there is inadequate and irregular monitoring of programmes:

Monitoring of programmes is a vital ingredient for successful implementation and

should be integrated in the programme plan. Unfortunately, most of the time, this is

hardly the case. Adequate funds are not provided and required information about

status of programmes is not readily available. According to Obasi, governments

should invigorate adult learning through proper accountable and monitoring measures.

There is therefore need for valid and reliable quantitative and qualitative data to

inform our policy-making in adult learning and education. The following objectives

26
should guide the supervision process:(a) investing in a process to develop a set of

comparable data indicators supervision (b) regularly collecting and analyzing data and

information on participation and progression primary education programmes,

disaggregated by gender and other factors, to evaluate change over time and to share

good practice; and (c) establishing a regular monitoring mechanism to assess the

implementation of the programme (Efumbi, 2002). The objective of the researcher was

to find out whether the supervision and quality control of schools in Gatundu Division

has any influence on KCPE performance.

2.7 The interaction between the schools and the community

A school is a community within a wider community. Children come to school from

different backgrounds and experiences. The learners and their parents expect the

school to mould and shape them to become useful to themselves and society. For the

overall development and the success of the school, the school administration should

work closely with parents and other stakeholders Wango (2009).This is, because the

home will influence the children's behavior at school just as the school influences their

behavior at home. Therefore, the school should provide a fertile ground on which the

learners mature into wholesome, all- rounded adults replicating a positive home

environment for pupils/students to thrive in not only in academics but also

psychologically, physically, socially and spiritually. This can be attained where the

school provides safety and security, warmth and acceptance, cultivates discipline and

instills core values in the learners. While in school and outside of it, the child should

feel loved, protected and supported Wanjama (2006. Neither the child nor the school

should be isolated from the wider community and the outside world. This is because

27
parents, teachers and the local community (leaders, education officers, religious

leaders, Non-governmental organizations e.t.c.) play an important part in the

formation of positive school ethos and the moral upbringing of the child. The country

has certain values embodied in education philosophy that should be perpetuated by the

school. From these wider values, the school derives its own values. These values

support the general principles of human integrity including equity of opportunities,

personal and social development.

The values are important to the personal development of each individual as well as the

well- being of the school as part of the wider community. These values should be

imminent in the school motto and mission. The school rules and regulations should

enhance the values of the community. All members of the school prescribe to and

adhere to an acceptance code of conduct. The school is well placed to instill social

morals and at the same time support all children including those with special needs,

emotional, financial and other difficulties. The school should create a happy positive

atmosphere and enhance the pupils/students welfare services through co-curricular and

cultural activities such as games and sports, pastoral programmes, clubs and societies

that enable them interact with the local community through public projects e.g.

cleaning of markets and tree planting, charity walks to raise funds e.t.c.

The school administration should thus foster good relations with the community-

including the international community so that the community can participate in the

schools infrastructure to improve performance. The school academic performance can

be influenced by school community relations. The perception by the community of the

28
importance and relevance of schooling to their children and the extent to which

members of the community perceive education as an important avenue to occupational

and social status contributes a lot to the students commitment to work hard to produce

good result. The community involvement through P.T.A and B.O.G can be an

instrumental force in bringing out the best academic performance in school. Their co-

operation in maintaining school discipline initiating projects, offering moral support to

both students and teachers can lead to smooth running of the school.

Olembo (1992) notes that co-operation through the recognition of each teachers

contribution to improve instruction can improve performance. The school community

relationship can be expressed in many ways such as community participation in school

events, community criticism of school programmes discussion and meeting with

community. Some community members may publicly criticize school personnel

especially teachers through mass media or during public meeting, for example if the

examination result were poor the parents and other community members put all the

blames on the teachers, without even bothering to know the causes of such poor

performance. In some cases the interference from religious leaders and politicians in

the school affairs has negative consequence on the school academic performance.

Eshiwani (1983) stated that schools were often battleground for those with political

ambition or religious leadership. This affects the smooth running of the school and has

tremendous impact on the school programmes (p 31).The members of the community

may sometimes become indifferent, hostile and uncooperative towards school affairs

and programmes. They may be unfriendly if the headteacher does not belong to the

same ethnic group as them, and he is considered to have been imposed on them. In

29
such case the community may be unwilling to participate in the welfare of the school,

resulting installing of school programmes and projects which depend in their moral

and financial support. This would eventually lead to school poor performance.

The social and cultural practice within the community exert some influence in school

academic performance, schools are established by the society, exist within the society

and for the society. The social cultural practices within the society have an impact on

the school either positively or negatively. The objective of the researcher was to find

out whether the interaction between the schools and the community in Gatundu

Division has any influence on KCPE performance.

2.8 Summary

The review of related literature dealt with variables that may affect performance in our

schools. The internal factors include availability of resources, management of the

curriculum, the attitude of teachers and pupils. The external factors are the interaction

between the schools and the community and schools inspections hence bringing the

point home that the school is a social system. Various scholars have studied

supervision and curriculum implementation in primary schools in terms of syllabus

coverage and formative evaluation. Kimani (2002) asserts in his study that there are

three means of monitoring progress in curriculum implementation namely; continuous

assessment, mid-term examination and checking learners notebooks. However, these

scholars have not related the curriculum implementation with summative evaluation

(KCPE). The current study dealt with the effectiveness of supervision and curriculum

implementation in relation to KCPE. The quality and adequacy of physical facilities

30
and equipment have a direct bearing on quality of education. Lack of adequate

textbooks makes teaching a very difficult task for teachers. Gakuru (1982) indicates

that the condition of school buildings is an important aspect in the learning process.

The Government of Kenya in the Koech Report (1999) noted that congestion within

classrooms affect the teaching /learning environment. Whereas these findings points

out at the importance of physical, teaching/ learning resources in teaching learning

processes, no relationship has been made in regard with KCPE performances. The

current study closed this research gap.

Various scholars have explored the attitude of teaching and learning in primary

schools. Soakpa (2005) noted that learners’ attitudes toward learning grow

increasingly negative as they progress through school (Majoribirik, 2000). Mokono

(2004) noted that not much was happening to change the negative attitudes of pupils

towards learning despite there being set school policies. These studies did not show

how negative attitude of pupils towards learning affected final examinations. This

study attempted to close this research gap.

Mwale (2001) carried out a survey in Malawi on secondary school learners’ attitudes

towards the teaching and learning in primary schools. In addition, the attitude and

expectation of learners are greatly influenced by their teachers (Breakwell, 2000).

These studies and others have not connected the attitude of teachers and the final

primary school examinations. The current study attempted to fill this research gap.

The quality assurance and standard is responsible for the control of the quality of

education at all levels throughout the country. To this extent then the key role of

31
inspectorate personnel concerns activities which ensure that the supervision of

education programmes and resources are carried out efficiently. Olembo (1992)

mentioned that: The explosive growth of schools in Kenya has led to the number of

inspectors being inadequate to the number of schools particularly primary school

which are adversely affected by the increasing enrolment. According to all the studies,

the quality assurance and standard officers have concentrated on enrollment, finances,

resource utilization and the inadequacies of both physical and human resources and

ignoring their effects on KCPE performances. This research attempted to close this

research gap. Finally no studies have connected the interaction between the schools

and the community on the KCPE performances in Gatundu Division, an area that this

research concentrated on.

32
 CHAPTER THREE

RESEARCH METHODOLOGY AND DESIGN

3.1 Introduction

This chapter includes the research design, location of study, population and population

sample, research instruments, data collection procedure and data analysis plan.

3.2 Research design

This research followed a descriptive survey sample design. According to Weirsma

(1980), surveys are research studies conducted in order to establish the status quo.

Surveys can, he states, be useful for gathering facts in order to establish important and

useful information for the educational enterprise. Survey methods collect data through

questionnaires or/ and interviews (Orodho, 2005). In this study, the purpose was to

investigate the factors contributing to poor performance in KCPE in Gatundu Division

of Gatundu District. Both questionnaires and interviews were used to collect data in

this study.

According to Gay (1992), surveys attempt to collect data from members of a

population for the purpose of establishing the current status of that population with

respect to one or more variables. The survey design was selected for this study

because the study was involved in describing, recording, analyzing and reporting

conditions, as they currently exist (Kothari, 1985). In addition, the descriptive survey

was the most appropriate for this study because in the study, the researcher collected

information on the factors contributing to poor performance in KCPE in Gatundu

Division of Gatundu District without manipulating any variables.

33
3.3 Study Variables

The independent variables for this study were the factors contributing to poor

performance in KCPE in Gatundu Division. These factors are poor curriculum

supervision and implementation, inadequate provision of physical and material

resources, negative attitude of pupils towards learning, negative attitude of teachers

towards teaching, ineffective supervision and quality control and poor interaction

between the primary schools and the community in Gatundu Division. The dependent

variable was poor performance in KCPE among pupils in Gatundu Division.

3.4 Study locale’

The studies covered Gatundu Division of Gatundu District in Gatundu South

constituency. Gatundu town is roughly a distance of 45 km from Nairobi. The

communication infrastructure is generally good in most of the places except Ndarugu

Zone where the roads become impassable during the rainy season. The Division is sub

divided in to three educational zones namely, Ngenda, Ndarugu and Kiganjo. Nginda

has 16 public schools, Kiganjo 18 and Ndarugu has 19 public primary schools. The

Division has a total of 53 public primary schools. Economy in the region is mainly

agricultural. While the upper zones in Ndarugu and Kiganjo are based on tea-growing,

Ngenda is mainly a coffee growing zone. Other agricultural activities in the area

include dairy farming and a bit of horticulture. The researcher picked on this location

because she is in school administration (principal) in the District. The Primary Schools

in Gatundu are secondary schools’ feeder schools. As a result of the low

performances, majority of the pupils end up in the district schools category. Their low

entry behavior also affects the KCSE performance. The opinion of the researcher was

34
that the foundation for secondary school education is laid via the primary school. A

student who has had poor foundation may not cope well in the secondary school. With

the recent creation of Gatundu District from the larger Thika, there is a growing

concern among Secondary School heads that there may not be sufficiently qualified

KCPE candidates to fill up form one vacancies in the new districts provincial schools

like Muhoho High School which have previously been relying on Thika / Ruiru /

Kakuzi zones. If the trend of poor KCPE performance continues, our secondary

schools KCSE performances would also come down. This is the justification of this

study: better Primary School performance for better Secondary School performance.

3.5 Target population

The target population in this study was all the public primary schools in Gatundu

Division. There are currently 53 public primary schools in Gatundu Division. The

study also targeted all the head teachers, all the standard eight class teachers and all

Std 8 pupils in the 53 public primary schools in Gatundu Division. The study also

included all the three AEOs in Gatundu Division. The standard eight class teachers

were targeted by this study because they are the major agents of curriculum

implementation as they receive, interpret and implement any curriculum package

including evaluation. In addition, they are the ones who compile and analyze

examinations results of the pupils in class eight. Head teachers were important in the

study because they have authority to supervise, coordinate and plan the curriculum

implementation in the schools. The AEOs were also involved in the study because

they are responsible for the control of the quality of education at primary and

secondary school levels in the Gatundu Division. The standard eight pupils were

35
included in the study because they were the major recipients of the curriculum

implementation and also better placed to answer questions concerning KCPE than

other pupils in the lower classes. The target population is shown in Tables 3.1.

Table 3.1 Target population

Zone Head teachers Std Class teachers Standard 8 pupils

Males Females Males Females Boys Girls
Ngenda 14 6 13 7 437 416

Kiganjo 14 5 13 6 506 513

Ndarugu 11 3 9 5 370 389

Total 39 14 35 18 1313 1318

Source: Gatundu Education Office, 2012

3.6 Sample and sampling procedures

Simple random sampling involves the selection of a sample in such a way that every

unit has an equal chance of being represented. In this study, the simple random

sampling procedure was used to select the primary schools, head teachers and standard

eight class teachers of primary schools in Gatundu Division. Consequently, a total

sample size of 12(22%) schools 12(22%) head teachers (6 males, 6 females) and

12(22%) standard eight class teachers (6 males, 6 females) were selected for the study.

According to Gay (1981), at least twenty percent of the population forms a

representative sample for descriptive survey. Since primary school level has eight

grades, the researcher used purposive sampling to select the standard eight grades

from among the 12 selected schools. According to Mugenda and Mugenda (1999,

p.50), purposive sampling allows a researcher to use cases that have the required

36
information with respect to the objectives of their study. The standard eight grades

pupils were picked for the study because they had the required characteristics i.e. they

were candidates at the time of study. The researcher then used stratified random

sampling. Stratified random sampling involves the researcher dividing the population

into strata namely gender. The standard eight class pupils from each school were thus

classified according to gender. In this study, the simple random sampling procedure

was used to select sample from each strata. The sampling frame in the simple random

sampling was all the boys and girls in standard eight class pupils in schools in

Gatundu Division. From Table 3.1, a total of 2631standard eight pupils formed the

target population. As suggested by Gay (1981), twenty percent of 2631 were

550(21%) standard eight class pupils which constituted the pupils’ study sample.

Information on sample size is presented in Table 3.2.

Table 3.2 Sample size

Zone Head Teachers Std Class Teachers Standard 8 Pupils

Males Females Males Females Boys Girls
Ngenda 2 2 2 2 91 87

Kiganjo 2 2 2 2 106 107

Ndarugu 2 2 2 2 78 81

Total 6 6 6 6 275 275

Population 22% 22% 21%

Proportion
Source: Gatundu Education Office, 2012

37
And since the Division has three AEOs who were females, simple random sampling

procedure was used to select the one (33%) AEO from the three AEOs.

3.7 Research instruments

The research instruments used for the current study are a questionnaire, an interview

schedule and an observation schedule.

3.7.1 Questionnaire

A Questionnaire is a set of questions or statements that assesses attitudes, opinions,

beliefs, and biographical information (McMillan & Schumacher, 2001). The study

used Questionnaires because of their economy and are easy to score. The current study

used them to collect opinions of head teachers, standard eight class teachers and

standard eight pupils on issues relating to factors contributing to poor performance in

the Kenya Certificate Primary Education (KCPE) in Gatundu Division. The

questionnaire was used in this study because it reduces bias that might result from the

personal characteristic of the interviewer. It was also used because it has greater

anonymity which is associated with the absence of the interviewer. The questionnaire

for the head teacher (see Appendix C) was divided into two parts i.e. the personal

information and the information on factors contributing to poor performance in the

Kenya Certificate Primary Education (KCPE) in Gatundu Division. The questionnaire

for class eight teachers (see Appendix B) and standard eight pupils (see Appendix A)

also had two sections i.e. the personal information and the information on factors

contributing to poor performance in the Kenya Certificate Primary Education (KCPE)

in Gatundu Division.

38
3.7.1 Interview schedule

Interview guides provide flexibility and the ability to probe and clarify responses, they

note nonverbal as well as verbal behavior, and they provide high response rates and

are adaptable (Macmillan & Schumacher, 2001). Even though interview guides are

costly, time consuming, include interview bias, not anonymous and can contain

leading questions, it was used in the study because they allowed for direct interaction

with the respondents and the collection of in-depth information that the questionnaires

may not gather. The study utilized unstructured interviews. This was used with the

AEO (See Appendix F). The researcher used it to get responses from the respondent in

a more probing manner on issues relating to factors contributing to poor performance

in the Kenya Certificate Primary Education (KCPE) in Gatundu Division.

3.7.2 Class guide observation schedule

Observational procedures can record naturally occurring behavior and avoid some of

the disadvantages associated with the questionnaires and interviews. Even though

observation schedules are costly, time consuming, and are usually not anonymous,

they were used in the current study to gather information on teaching / learning

activities in a classroom situation by observation. The researcher looked for such

things as the tools of work like the pupils’ text books and exercise books.

3.8 Validity of research instruments

To Orodho (2004) validity would be concerned with establishing whether the right

questionnaire content is measuring what they were intended to measure. The content

validation was found appropriate in determining the extent to which the set of items

39
provided relevant and representative sample of the domain of tasks under

consideration. The researcher ensured that data collected using various instruments

represents the content area under study. This included identifying the relevant items

for each of the instruments used in the study.

3.9 Reliability of research instruments

According to Orodho (2004) reliability in research concerns the degree to which a

particular measuring procedure gives similar results over a number of repeated trials.

In order to test the reliability of the instruments the researcher used the test-retest

method. This was done by administering the same instruments twice to the same group

of subjects not in the sample schools, and by waiting for a period of two weeks before

administering the research instruments for the second time. Then the correlation

coefficient of the scores from both tests was calculated using a Pearson's product

moment formula in order to establish the extent to which the contents of the

questionnaire are consistent in eliciting the same responses every time the instrument

is administered. According to Orodho (2004), a correlation coefficient of about 0.8

should be considered high enough to judge the instrument as reliable for a study. The

calculated value was 0.82 and hence the researcher considered the instruments reliable

for data collection.

3.10 Piloting

For the purpose of this study the questionnaires were pre-tested to a selected sample

that was similar to the actual sample to be used in the study. The researcher selected

two schools in the district which were inside the sampled schools but perform poorly.

40
The questionnaires were administered in the same way as it was done in the sampled

schools. They were taken to the Standard 8 pupils, class 8 teachers and the head

teachers. Pilot study was essential because it enabled the researcher to discover any

deficiencies such as wrong phrasing of the questions, insufficient spaces to write

responses etc.

3.11 Data collection procedure

After receiving an introductory letter from the University and a permit from MOE, the

researcher visited the sampled schools and administered the questionnaires to the

teachers. This was after notifying the Head teachers of the sampled schools of the

intended visit.

The researcher with the help of teachers in the sampled schools personally

administered the questionnaires to pupils. The selected pupils completed the

questionnaires during class time. Permission to administer the questionnaires during

class time was sought from the head teachers concerned. Questionnaires were

administered during class time to make sure that all the questionnaires were completed

and returned and also to ensure that pupils did not discuss their responses. The

researcher collected the questionnaires soon after completion.

The researcher also sought permission from the head teacher to observe a class eight

lesson in progress. This was done without the pupils / teachers awareness so as to get

the true information for the observation schedules. The researcher used the

observation checklist to identify the learning / teaching resources available. The

41
researcher checked the schemes of work, lesson plans, pupil’s exercise books, text

books etc. With regard to the interview schedule, a prior arrangement was made to

interview the AEO. The researcher conducted the interview at the Area Education

Officer’s offices. The interviews were conducted on one- to- one basis. The researcher

took short notes from the interviews as per the objectives of the study.

3.12 Data analysis

The data obtained from the respondents were recorded in readiness for analysis.

Qualitative data according to Mugenda and Mugenda (1999) does not produce discrete

numerical data. Qualitative data obtained from open ended questions and interview

schedule were analyzed by thematic analysis i.e. an analysis of the main themes as

found in the study. The results were then tabulated in frequency tables for ease of

interpretation so as to easily visualize the various results as given by the respondents.

Finally, harmonization of the responses given by the various respondents were done

i.e. responses on similar themes or objectives, emanating from different respondents

were compared to find if the various respondents concur on various issues and if not,

the possible reasons for the observed discrepancies. All these were then followed by a

discussion of each particular research question in view of the responses given by the

respondents. This discussion was along the specific objectives. The quantitative

analysis tends to be based on numerical measurements of specific aspects of

phenomena. Descriptive statistics were used to analyze the data. As such, frequencies

and percentages were used for the analysis.

42
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION OF FINDINGS AND DISCUSSION

4.1 Introduction

This Chapter presents the findings from the study and explains the findings of the

study as regards factors contributing to poor performance in the Kenya certificate of

primary education (KCPE) in Gatundu Division, Gatundu District, Kiambu County,

Kenya. The study sought information from pupils, teachers and head teachers using

questionnaires and AEO’s interview schedule. The researcher also used an observation

checklist to collect data. Finally, findings of the study were discussed in the light of

the literature related to factors contributing to poor performance in the Kenya

certificate of primary education (KCPE) in Gatundu Division, Gatundu District,

Kiambu County, Kenya. Data analysis, presentation of study findings and discussion

were guided by the following research questions:

1. How effective is the supervision and implementation of curriculum and instruction

in primary schools in Gatundu Division.?

2. To what extent are the physical, teaching and learning resources available for

teaching adequate in primary schools in Gatundu Division.?

3. What are the attitudes of the pupils towards learning in primary schools in

Gatundu Division.?

4. What are the attitudes of the teachers towards teaching in primary schools in

Gatundu Division?

5. How effective is the supervision and quality control of primary schools in Gatundu

Division?

43
6. To what extent do the primary schools and the community interact in Gatundu

Division?

7. What are the views of the respondents on suggestions of improving KCPE in

schools in Gatundu Division in Gatundu Division.?

4.2 The effectiveness in the supervision and implementation of curriculum and

instruction in primary schools

The first research question sought data on the effectiveness in the supervision and

implementation of curriculum and instruction in the primary schools. Otieno (2002)

asserts that the tasks of a head teacher among other roles includes the interpretation

and management of curriculum programmes and instructions, provision of facilities,

staffing and maintaining effective school community leadership. Teachers on the other

hand are an important component in the management process (Kibui, 1995).

First the research instruments used with teachers sought for information on how often

they prepared professional documents and how frequently they utilized them in

teaching. The collected data were presented in Table 4.1.

Table 4.1 Teachers’ responses on the preparation and utilization of professional

documents

Preparation of professional Utilization of professional

documents documents
Responses f % f %
All the time 8 66 3 25
Rarely 2 17 8 66
Never 2 17 1 9
Total 12 100 12 100

44
Majority of teachers 8(66%) according to Table 4.1 prepared the professional

documents all the time. However, 17% of the teachers seldom prepared such important

documents. It was also evident from Table 4.1 that 17% of the teachers never prepared

the documents. It was unfortunate to note that, although majority of teachers in the

sampled schools prepared the required documents, majority (66%) rarely used them in

actual teaching. And to compound the problem further, only 25% of teachers used

them all the time. In some cases, teachers in some schools never used them in teaching

as attested by nine percent of teachers. Lack of preparation and utilization of the

professional documents which stipulates the time, resources and methods of

curriculum implementation may compromise the quality of education leading to poor

performances, a consistent trend in the District.

Data on how frequently head teachers checked the professional documents prepared

by teachers are summarized in Table 4.2.

Table 4.2 Head teachers’ responses on the frequency of checking professional

documents

Professional documents Frequently Rarely Never

Used by teachers f % f % f %
Lesson plan 8 66 3 25 1 8

Scheme of work 3 25 8 66 1 8

Record of work 4 33 6 50 2 16

Registers 10 83 1 8 1 8

Lessons notes 2 16 4 33 6 50

45
It is evident from Table 4.2 that majority of head teachers 8(66%) were very keen on

the preparation of lesson plans since majority frequently monitored whether teachers

had prepared them on time. In addition, 83% of head teachers indicated that they

frequently checked whether teachers were filling class registers as required. Of great

concern to the researcher was the fact that important documents such as lesson notes

and schemes of work got minimal attention from the head teachers. It was noted from

the study that half of the head teachers never checked lesson notes prepared by

teachers for teaching while 66% of them rarely checked the schemes of work written

by the teachers. It was clear that the head teachers’ supervisory role was not effective

thereby impacting negatively on the quality of education and hence consequently on

KCPE performances.

The researcher sought to find out if the head teachers who are charged with

supervision of the curriculum in the school level were effectively doing the

supervision. Information on supervision of the curriculum was collected (from

Teachers and Head Teachers) showed that majority of teachers 7(58%) indicated that

head teachers supervised the learning /teaching processes in schools whereas 5(42%)

said their head teachers did not supervise their work. However, all the ten head

teachers (100%) who were interviewed said they supervised the implementation of the

curriculum by checking records of work, schemes of work, lesson attendance and

performance. The AEO through the interview noted that majority of head teachers’

delegated duty to the deputies for checking on learner’s notebooks and assessment

reports, though they held meetings with the teachers for briefing and updates. From

46
this, it is clear that the head teachers do not supervise classroom instructions

effectively.

For those teachers who indicated that head teachers supervised teachers work, were

also required to state how often they supervised the teachers’ activities. This

information is summarized in Table 4.3.

Table 4.3 Teachers’ responses on the frequency of head teacher's supervision of

curriculum implementation

Head teachers‘ frequency Head teachers Teachers

of supervision f % f %

Daily 8 67 2 17

Weekly 2 17 3 25

Monthly 1 8 3 25

Termly 1 8 4 33

Total 12 100 12 100

However, majority of teachers (33%) indicated that head teachers supervised the

implementation of the curriculum termly while another 25% of them felt that they did

so weekly and monthly respectively. Only 17% of the teachers felt that head teachers

supervised the curriculum implementation daily. The system of implementation is then

rendered ineffective in this case. If teachers are not supervised properly, then the

implementation of the curriculum becomes difficult and therefore affecting the

47
implementation itself and finally failure to achieve set objectives like excelling in

exams.

Data regarding whether the way teachers handle the curriculum is satisfying elicited

varying responses from head teachers. Majority of head teachers 8(66%) felt that the

way teachers handle the curriculum was not satisfying.The researcher realised from

head teachers that though the records of work were prepared, in some cases the

schemes were not consulted. There were no explanations on lessons missed from

within and without the school and how they would be compensated for was not

indicated.

The researcher sought to find out from the head teachers, teachers, and pupils about

syllabi coverage. Pupils, head teachers and teachers were required to indicate whether

teachers cover the syllabus adequately by the end of every year. The results are shown

in Table 4.4:

Table 4.4: Views of head teachers, teachers, pupils and the AEO about syllabus

coverage

Teachers Head teachers Pupils

Responses Frequency Percent Frequency Percent Frequency Percent

Yes 4 63 5 42 112 24.5

No 8 67 7 58 344 75.5

Total 12 100.0 12 100 456 100.0

48
From the information above, 75 % of students, 67 % of teachers and 58% of head

teachers indicated that teachers in sample schools never complete the syllabi. The

AEO through the interview cited opening late / closing early as the major reason for

teachers not completing the syllabi. Other reasons given are pupils’ and teachers’

absenteeism.

Formative evaluation of pupils is important in preparing pupils for the terminal

examinations (KCPE). Students were thus asked to state how often teachers marked

their exercise books and assignments. Data collected, analyzed and is presented in

Table 4.5.

Table 4.5 Views of pupils on the frequency of teachers’ in marking books and

assignments

Responses Frequency Percent

Always 88 19
Sometimes 286 63
Never 82 18

Total 456 100.0

Majority of pupils 286(63%) felt that teachers rarely marked pupils books and

assignments. It was also noted that only 19% of teachers were marking pupils’ books

always. It was unfortunate that some teachers (18%) never marked pupils’ books and

assignments. According to the AEO, some of the homework given was marked but

corrections were not done and no follow up was made since there were no signatures

or comments from the teachers in these books except for only two schools in the

49
sample. According to her, if there is no proper follow-up of the trends in the pupils

attendance to lessons, doing of assignments and having feedback for the work done,

pupils may have weaknesses in tackling the final examination. Gerald (2000) in

support of giving assignments and provision of feedback assert that teachers should be

able to give personal instruction to pupils by providing feedback to them and giving

attention to the pupils’ difficulties.

Since remedial teaching is important to respond to the performance of KCPE, the

study asked teachers and head teachers to indicate how many times teachers

administer remedial teaching to their classes during free sessions. The results of the

findings are shown in Table 4.6.

Table 4.6 Frequency of remedial teaching

Teachers Head teachers

Responses Frequency Percent Frequency Percent
Once a Week - - - -
Twice a Week - - - -
Once a Month - - - -
Once a Term - - - -
Not at All 12 100 12 100.0

Total 12 100.0 12 100.0

From Table 4.6, it is clear that no remedial teaching is carried out in all the sampled

schools. This is inappropriate since students require extra time to recover on the lost

time during opening. If remedial teaching is done, it builds productive learning and

further recovers the lost time (Arends, 1997).

50
4.3 The adequacy of the teaching/learning resources

The availability of educational materials has a major bearing on educational outcomes.

Learning resources and materials are basic requirements for education and must be

available to learners in adequate quantity and quality at the time they are required for

proper implementation of the curriculum. These resources range from classrooms,

desks, science equipments, textbooks and other materials. Lack of these facilities in

the school may definitely have negative impact on the academic achievements of the

students and also affect implementation of the curriculum. Studies concerning

academic performance conducted by Kathuri (1982) and Orodho (1996) found that

there is a positive and significant relationship between students’ achievements in

science subjects and the level of adequacy of science textbooks, laboratories, and

exposure to practical exercises.

The head teachers’, teachers’ and pupils’ questionnaires and AEO interview guides

sought to establish the adequacy of teaching and learning resources in primary schools

in Gatundu Division. The head teachers, teachers and pupils were asked to indicate

whether physical, teaching and learning resources are adequate or inadequate. Data

were collected and presented in Table 4.7.

51
Table 4.7 views of head teachers, teachers and pupils on the adequacy of the

teaching/learning resources

Adequacy of Head teachers Teachers Pupils

Teaching/ Adequate Inadequate Adequate Inadequate Adequate Inadequate
Learning
Resources f % f % f % f % f % F %

Classrooms 3 25 9 75 4 33 8 67 169 47 287 53

Desks 4 33 8 67 4 33 8 67 146 32 310 68
Chalkboards 12 100 - - 12 100 - - 371 81 79 19
Textbooks 3 25 9 75 2 17 10 83 102 22 354 78
Exercise books 7 58 5 42 6 50 6 50 89 20 367 80
Teaching aids 4 33 8 67 3 25 9 75 47 11 409 89

From Table 4.7, majority of head teachers, teachers and pupils did concur that in all

sampled schools there was inadequacy of physical, teaching and learning resources.

Eshiwani (1988) indicates that most schools which perform poorly spend less money

on the purchases of teaching/ learning resources. And although the chalkboards were

noted as adequate in all the schools, they were however very small in size and others

were dilapidated.

According to the AEO, schools have an acute shortage of physical resources, teaching

and learning resources. The officer noted that although the free primary schools policy

have attempted to address the shortage of physical, teaching and learning resources

theft, lack of proper maintenance and the huge enrolments of pupils in most schools

have poised a challenge to this endeavor. Thuranira (2000) noted that one of the

52
factors that caused poor KCPE performance was lack of learning and teaching

materials, which caused lack of motivation to learners.

4.3.1 Observation schedule on the availability and adequacy of teaching/learning

resources

The current study heavily relied on an observation schedule to capture the availability

and adequacy Teaching/Learning Resources. This information is presented in Table

4.8.

Table 4.8 Availability and adequacy of teaching/learning resources

Adequacy of teaching/learning Availability Not adequate

resources f % F %

Text books 12 100 12 100

Exercise books 12 100 12 100
Teaching aids 12 100 12 100
Classrooms 12 100 12 100
Desks 12 100 12 100
Revision materials 12 100 12 100

Information from the observation schedule showed that in all the schools, teaching and

learning resources were available. However, all facilities though available were not

adequate in all the sampled schools.

53
4.4 The attitude of pupils towards learning and its effect on their performance

The researchers sought to gather information on the attitudes of pupils towards

learning in order to answer research question three. The researcher involved the

learners since they are the key recipients of the curriculum and are subject to

evaluation at the end of their course.

A likert Scale was used by the researcher to measure the attitudes of the learners and

this was on a point 5 Scale (Strongly Agree, Agree, Not Sure, Disagree, and Strongly

Disagree) where several statements were used to test the attitudes of the learners

towards learning. The current researcher looked into the attitudes of the learners and

its effect on KCPE performance. Information concerning the learners’ attitudes is

presented in Table 4.9.

Table 4.9 The Attitude of pupils towards learning and how it affects their

performance in KCPE

Statement SA A NS D SD
f % f % f % f % f %
pupils who dislike learning fail 76 17 121 27 40 8 92 20 127 28
in exams
I enjoy reading books to pass 59 13 78 17 95 20 101 22 123 28
exams
I always respond to questions 77 16 88 19 54 12 56 12 191 42
from teachers
I hate maths and science 174 38 102 22 67 15 75 16 38 8
subjects hence reducing my
mean score
All subjects are important in 77 16 91 20 66 14 132 28 91 19
passing exams
I enjoy spending my leisure 57 12 49 11 43 9 96 21 211 46
time reading to improve my
mean score
I do all the home works given 81 18 90 19 32 7 121 26 132 28
by the teachers

54
Information gathered by the researcher as per Table 4.9 indicates that 44 percent of the

pupils supported the view that pupils who dislike learning fail in KCPE exams while

48 percent said they disagreed with this assertion. Majority of pupils (50%) indicated

that they did not enjoy reading books in preparation of exams, 20 percent were not

sure if they liked reading these books and only 30 percent said they like reading

books. Fifty two percent said they do not frequently respond to teachers’ questions

while only 35% indicated that they answered questions in class. Fifteen percent were

not sure of this. The 15 percent who were not sure and 52% percent who did respond

to teachers questions imply that the teachers did not make the learning interesting to

pupils they may have used inappropriate teaching methods. Incidentally learners had

negative attitude towards learning.

Majority of pupils (60 percent) pointed out that they hate maths and science subjects

hence reducing the schools mean score while only eight percent liked maths and

science subjects. This implies that pupils in the sampled schools have a negative

attitude towards mathematics and sciences which explains why schools in the study

area records poor results in KCPE. It was also revealed that majority of pupils (65%)

did not enjoy spending their leisure time reading further suggesting that majority of

pupils had negative attitude towards learning. However, 23% of pupils enjoyed

reading during free times.

The questionnaires used with head teachers and teachers sought information on the

attitude of pupils towards learning. Majority of head teachers (58%) and half of

55
teachers were of the opinion that pupils had a negative attitude towards learning.

However, 42% of head teachers and half of teachers believed that pupils had a positive

attitude towards learning and education in general. The AEO through the one-on -one

interview with the researcher disclosed that one of the reasons pupils record poor

grades in KCPE in Gatundu is because of the poor attitude held by pupils towards

learning. He noted that pupils fail in final exams not because they are weak, but

because of the negative perceptions they have towards learning.

4.5 How the attitude of teachers towards teaching affect performance

Thuranira (2000) says that quality of teachers may be affected by attitudes. Job

satisfaction of a teacher is generally positively related to his or her achievement.

Negative attitude of teachers towards teaching contributed to low performance in

affected primary schools Thuranira (2000). The satisfaction of a teacher is positively

related to his/her achievements in the good performance of his/her pupils/students

Kibui (1995).

The researchers sought to gather information on the attitudes of pupils towards

teaching in order to answer research question four. The researcher involved the

teachers because they receive and interpret any given change in a curriculum and it all

depends on their attitudes towards their teaching.

A likert Scale was used by the researcher to measure the attitudes of the learners and

this was on a point 5 Scale (Strongly Agree, Agree, Not Sure, Disagree, and Strongly

Disagree) where several statements were used to test the attitudes of the teachers

56
towards teaching. The researcher looked into the attitudes of the teachers and its effect

on KCPE performance. Information concerning the teachers’ attitudes is presented in

Table 4.10.

Table 4.10 The attitude of teachers towards teaching and how it affects their

performance

Statement SA A NS D SD

f % f % f % f % f %

It is not my choice to be a teacher 5 42 3 25 1 8 2 16 1 8

I do not effectively prepare students 3 25 3 25 1 8 2 16 3 25
for exams
I feel comfortable teaching all 1 8 1 8 - - 4 33 6 50
subjects leading to good performance
I spend a lot of my free time in 1 8 1 8 1 8 6 50 3 25
remedial teaching to improve
performance
I always prepare lesson plans for 2 16 3 25 1 8 3 25 4 33
effective teaching
I enjoy using varied methods in 3 25 3 25 1 8 1 8 4 33
teaching to improve performance
I always complete the syllabus and 2 16 1 8 - - 3 25 6 50
allow enough time for revision

Table 4.10 shows that majority of teachers (67%) indicated that it was not their choice

to become a teacher, suggesting that teachers may have a negative attitude towards the

teaching career. Only 24% of teachers chose to become a teacher. When asked on

whether they effectively prepare pupils for exams, 50 percent of teachers strongly

disagreed and 41 percent agreed respectively.

57
As concerns the teachers being comfortable handling all subjects, 83 percent strongly

disagreed while only 16 percent agreed that they were comfortable teaching all the

subjects, an indication that some teachers were not effectively teaching all the

subjects because they either liked some subjects and not others or rather some were

too difficult for them in instruction.

The statement on whether teachers always complete syllabus and allow enough time

for revision received varied responses: 75% percent of teachers disagree with the fact

that they complete the syllabus and prepare the pupils for the final examination while

24 percent agreed to complete the syllabus. This clearly implies that the teachers did

not enjoy teaching and were not keen on preparing pupils for KCPE.

On whether teachers always prepared lessons plans for effective teaching, 58% of

teachers said they were uncomfortable preparing lessons plans, eight percent were not

sure whether they were comfortable with the preparation of the lessons plans while 41

percent indicated that they were comfortable preparing the lessons. This suggests that

some of the teachers find it hard to prepare lessons plans in all the subjects they

specialize in. Therefore they preferred to teach only areas which they could

comfortably prepare for. Half of teachers indicated they enjoyed using varied methods

in teaching, eight percent were not sure and 41 percent said they did not enjoy using

varied methods in teaching. From the findings it can be seen that majority of the

teachers may have had a negative attitude towards the teaching career which could

have led to the poor examination performance in the Division.

58
4.6 The effectiveness of the supervision and quality control of schools

The quality assurance and standards Department in the Ministry is responsible for the

control of the quality of education at all levels throughout the country. Mbiti (1974)

identified the overall role of the inspectorate as that of “controlling the quality of

education at all levels throughout the country through inspection, guidance and advice

to all schools in the country”.

The current study sought information from the AEO, head teachers and teachers on the

effectiveness of supervision carried out by quality assurance and standard officers.

According to available data in the DEOs office, there are only three education officers

(one AEO and two TAC tutors) who are charged with the supervision of 53 public

primary schools in Gatundu Division. Because of this small number of officers,

according to the AEO, they are only able to visit schools once per year. Since quality

assurance officers’ advice and support teachers in matters relating to quality

education, it is important that they visit schools regularly. The research questionnaires

set to establish from teachers and head teachers the number of times quality assurance

officers’ visited schools. The research findings are shown in Figure 2.

59
Figure 2.Number of times quality assurance officers’ visit schools

From Figure 2 it can be noted that 66 percent of teachers indicated that there were no

incidences when quality assurance officers’ visited schools. On the other hand 75% of

head teachers indicated that quality assurance officers’ only visited schools once per

year.

The AEO during the interview schedule said that the office of education faced

numerous problems during schools supervision and she cited lack of transport and lack

of personnel as being the major problems encountered. According to Olembo (1992),

understaffing is a great impediment to the QASO to effectively carry out their

important role of ensuring quality education. He asserts that the explosive growth of

schools in Kenya has led to the number of inspectors being inadequate compared to

the number of schools particularly primary school which are adversely affected by the

increasing enrolment.

60
Similarly, head teachers and teachers were required to cite the forms of educational

and professional help that quality assurance officers’ offer. The results of the findings

are shown in Table 4.11.

Table 4.11 Educational and professional help offered by quality assurance

officials

Areas of supervision Head teachers Teachers

f % f %
Syllabus coverage 12 100 12 100
Records of work 12 100 12 100
Schemes of work 12 100 12 100
Lesson plans 12 100 12 100
Time tabling 12 100 12 100
Assessment of students 7 58 12 100
School resources 12 100 12 100
School management and administration 12 100 12 100
Staffing 12 100 9 75

All the teachers and all head teachers felt that quality assurance officers’ checked on

professional and academic documents of teachers (syllabus coverage, records of work,

lesson plans and assessment of students). They also offer advice on quality of

education, on timetabling, staffing (curriculum based establishments), school

resources and school management and administration. According to the AEO, all the

above areas are aimed at improving performance in examinations.

61
4.6.1 Observation schedule on the management of curriculum and instruction in

primary schools

The observation schedule prepared by the researcher assessed whether teachers

prepared and used professional documents while teaching. This information is shown

in Table 4.12.

Table 4.12 Management of curriculum and instruction in primary schools

Availability of professional available not available not used

documents F % f % F %
Schemes of Work 8 66 4 34 10 83
Lesson Plans 3 25 9 75 12 100
Records of Work 9 75 3 25 6 50
Progress Records 12 100 - - 3 25
Lesson Notes 9 75 3 25 6 50

The researcher realised from the observation schedule that though most of the

professional documents were prepared, they were not consulted by teachers while

teaching in most cases.

4.7 The extent to which the schools and the community interact

The study instruments sought information from the AEO, head teachers and the

teachers on ways at which the schools and the community relate. The school is an

institution established to meet the academic needs of the community that operates in a

social and cultural context (Wango, 2009). This suggestion concurred with the views

of the AEO that together with other institutions such as the home and the church, the

62
school can achieve its objective of educating the children, but on its own, the school

cannot function properly and effectively. The community and the school have to work

together since they have a common interest.

The researcher sought for information from the head teachers and the teachers on

whether the community and the school effectively partner in education. Data regarding

this information are presented in Table 4.13.

Table 4.13 Views of head teachers and teachers on the partnership of community

and schools

Responses Head teachers Teachers

Frequency Percent Frequency Percent
Yes 6 50 5 42
No 6 50 7 58
Total 12 100.0 12 100.0

It is clear from Table 4.13 that not all the schools relate well with the community. Half

of head teachers and majority of teachers (58%) felt that the community and the

school do not effectively partner in education. Wanjama et al (2006) found out that a

strenuous relationship between the school and the community is a contributory factor

towards learners’ poor performance at school. The AEO noted that partners including

parents, teachers, learners and members of the community are in constant conflict thus

negating the fact that the community and the school as members of the partnership in

education are to ensure that the school provides a good education. Actually, vey few

63
schools possess land title deeds; a factor that hinders full registration with the

Ministry.

It was noted from the questionnaires used with teachers and head teachers that the

community was not always involved in schools’ decision making process except

during annual general meetings. There were varied responses on the involvement of

the community in decision making processes in schools. Whereas majority of head

teachers (58%) were of the feeling that the community was involved in what goes on

in the schools, 67% of teachers were on the contrary. According to the AEO, parents

are regarded as natural and first educators and represent the community interests in the

school. They should therefore, be incorporated in the decision-making process in the

schools where their children attend (Wango, 2009).After being involved, parents and

the school become partners in the education of children. Unfortunately, Michel (1997)

asserts that today’s parents are not always positive towards the school. Their negative

feelings about the schools come from misunderstanding between the parents and the

school administration. This creates tension among stakeholders, leading to poor results

in examination.

Concerning the relationship among the parents, teachers, pupils and the community in

maters relating to education, the AEO made several comments. She says that the

school should develop a satisfactory relationship with the learners. No school can

expect to enjoy the confidence and support of the community unless the comments of

most pupils are favorable to the system. He explains that teachers who are drunkards

and less competent make the relationship between learners and teachers to be

64
strenuous. This creates a wedge between the community and the school. In addition, if

teachers are doing a poor job of teaching, the image of the school in the community

will likewise be poor. The learners will be the ones to pay a high price by performing

weakly. This results in a strenuous relationship between the school and the

community. Teachers should therefore work constantly for good relations with

learners, parents and the community. Finally, the parents are the largest representation

in the school governance, which means they have the potential of making the

relationship between the community and the school effective. The effective

relationship between the community and the school boosts the learners’ performance

at school which is not the case in Gatundu Division.

4.8 The views of the respondents on the strategies of improving KCPE

performance in schools in Gatundu Division

The researcher sought information from head teachers, teachers, the AEO and the

pupils on strategies of improving KCPE in schools in Gatundu Division. Views of

head teachers, teachers, and the pupils are shown in Table 4.14.

65
Table 4.14 Head teachers’, teachers’ and pupils’ suggestions on improving KCPE

in Schools

Strategies of improving KCPE Head teachers teachers Pupils

f % f % f %

Provision of adequate learning /teaching resources 9 75 12 100 354 77

Involve the community fully in decision making 9 75 12 100 54 12

Reduce teachers and pupils absenteeism 12 100 9 75 235 51

Increase parental participation in school 6 60 9 75 23 5

Employ more teachers in under staffed schools 12 100 12 100 402 88

Teachers to use professional documents frequently 12 100 6 50 - -

Intensifies curriculum supervision by QAOS 7 60 6 50 - -

Mount in- service for teachers and managers 12 100 9 75 - -

Equip the TAC centers with facilities 12 100 9 75 - -

Emphasize attention for slow learners 9 75 9 75 450 90

Mobilize support from community 12 100 12 100 - -

Enhance security 12 100 12 100 400 80

Encourage teamwork among the teachers 12 100 12 100 - -

Encourage guidance and counseling in schools 12 100 12 100 420 84

Table 4.14 shows varied views of respondents regarding their feelings on the

suggestions of improving KCPE in Gatundu Division. The strategies that give much

weight by a majority of the respondents are: provision of adequate learning /teaching

66
resources, involving the community fully in decision making, reduce teachers and

pupils’ absenteeism, increase parental participation in school, employing more

teachers in under staffed schools, teachers to use professional documents frequently,

enhance capacity building and encourage Guidance and counseling. Security in

Gatundu is a thorny issue because the “Mungiki” movement though proscribed is very

strong. It operates secretly and aims at inculcating fear in the community. The youth

including school children are lured with the promise of free money. This encourages

laziness and it has a negative influence on education in that the young people do not

find it necessary to work hard in their studies. Evidence of membership /conscription

in schools includes torn bibles, tobacco sniffing possession of weapons and general

defiance of authority.

67
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter gives a summary of the findings, conclusion and recommendations drawn

from the findings in connection with factors contributing to poor performance in the

Kenya certificate of primary education (KCPE) in Gatundu.

5.2 Summary of the research findings

The study findings from analyzed data are presented below under the following

themes derived from the research questions of the study:

5.2.1 The effectiveness in the supervision and implementation of curriculum

and instruction in primary schools

The study revealed that majority of teachers’ prepared professional documents all the

time. However, majority of them rarely used them in actual teaching. In addition,

majority of teachers indicated that head teachers supervised the learning /teaching

processes in schools. All the twelve head teachers said they supervised the

implementation of the curriculum by checking records of work, schemes of work,

lesson attendance and performance. The frequencies of supervision were termly,

monthly and weekly and daily.

In the same study, majority of head teachers said that handling of the curriculum was

not satisfying since teachers were not effective since teachers never complete the

syllabi. The AEO through the interview cited opening late/ closing early as the major

68
reason for teachers not completing the syllabi. Other reasons given are pupils’ and

teachers’ absenteeism. In addition, majority of pupils felt that teachers rarely marked

pupils’ books and assignments.

5.2.2 The adequacy of the teaching/learning resources

The results of findings showed that although the physical, teaching and learning

resources were available in all the schools, all facilities available were not adequate.

5.2.3 The attitude of pupils towards learning and its effect on their performance

From the study, the pupils supported the view that pupils who dislike learning fail in

KCPE. Majority of pupils indicated that they did not enjoy reading books in

preparation for exams. It was also evident that pupils did not frequently respond to

teachers’ questions while just a few said they answered questions in class. . Majority

of pupils pointed out that they hated mathematics and science subjects. Majority of

pupils did not enjoy spending their leisure time reading, thus further suggesting that

majority of pupils had a negative attitude towards learning. However, only few

numbers of pupils enjoyed reading during free times. In addition, majority of head

teachers and half of teachers said that pupils had a negative attitude towards learning.

5.2.4 How the attitude of teachers towards teaching affect performance

The study showed that majority of teachers did not wish to take a teaching as a career.

Teachers did not effectively prepare pupils for exams. Majority of teachers strongly

disagreed that teachers are comfortable handling all subjects and they completed the

69
syllabus. On whether teachers always prepared lessons plans for effective teaching,

majority of teachers said they were uncomfortable preparing lessons plans.

5.2.5 The effectiveness of the supervision and quality control of schools

The current study revealed that there are only three education officers (one AEO and

two TAC tutors) charged with the supervision of 53 public primary schools in

Gatundu Division. According to the AEO, the three education officers are only able to

visit schools once per year. In addition, majority of teachers indicated that quality

assurance officers’ did not visit schools. On the other hand majority of head teachers

indicated that quality assurance officer’ only visited schools once per year. The AEO

said that the office of education faced numerous problems during schools supervision

and he cited lack of transport and lack of personnel as being the major problems

encountered. All the teachers and all head teachers and AEO felt those quality

assurance officers’ checked on professional and academic documents of teachers

(syllabus coverage, records of work, lesson plans and assessment of students). Other

help that those quality assurance officers’ offers are: advice on quality of education,

timetabling, staffing (curriculum based establishments), school resources and school

management and administration.

5.2.6 The extent to which the schools and the community interact

From the study findings, half of the head teachers and majority of teachers felt that the

community and the school do not effectively partner in education. The AEO noted that

partners including parents, teachers, learners and members of the community are in

70
constant conflict. Whereas majority of head teachers felt that the community was

involved in what goes on in the schools, majority of teachers were on the contrary.

5.2.7 The views of the respondents on the strategies of improving KCPE in

schools in Gatundu Division

The strategies for improving KCPE in Gatundu Division are provision of adequate

learning /teaching resources, involving the community fully in decision making,

reduce teachers and pupils absenteeism, increase parental participation in school,

employ more teachers in under staffed schools, teachers to use professional documents

frequently enhance capacity building and encourage Guidance and counseling and

enhancing security.

5.3 Conclusion

Based on the findings, several conclusions have been made: First the study noted that

internal supervision of curriculum was not effective since head teachers rarely checked

the utilization of professional documents prepared by teachers. Unfortunately, though

majority of teachers prepared professional documents, they rarely used them in

teaching. Study also noted that in most schools there was inadequacy of physical,

teaching and learning resources. Both the teachers and the learners had negative

attitude towards teaching and learning since teachers said they disliked teaching while

pupils said they also disliked learning. Further, only three QASO officers in the whole

Gatundu Division and they visit schools once per year. Consequently, QASO officers

are not able to check professional and academic documents of teachers frequently.

External supervision of curriculum was thus not effective since the quality assurance

71
offices were very few to manage constant supervision. In addition, schools and the

community do not relate well since the school was in constant conflict with the

community.

5.4 Recommendations

The research made the following recommendations based on the findings from the

study:

i. The study noted that the division suffers from acute shortages of teachers and

this leads to poor performance. The study recommends that to close this gap,

teachers should be employed in the schools facing acute shortage either by the

government or through the parents’ initiative. Provision of quality Education

calls for the participation of all the stake holders including parents who should

be ready to share the cost of Education.

ii. Although majority of schools have physical, teaching and learning resources,

they are not adequate. The study recommends that schools initiate income

generating activities to raise funds to supplement resources donated by the Free

Primary Education (FPE) programmes.

iii. The study noted that internal supervision of curriculum was not effective since

head teachers rarely checked the utilization of professional documents prepared

by teachers. Further, only three QASO officers in the whole Gatundu Division

thus comprising the external supervision of curriculum. The study recommends

that external and internal supervision of curriculum be intensified in all the

schools in the district.

72
iv. The study revealed that primary schools and the community were in constant

conflict. The study recommends that schools should improve their relationship

with the immediate communities in order to enhance partnership in laying down

infrastructure. The community can be mobilized to support education through

open days and cultural festivals.

v. The study established that both the teachers and the learners had negative

attitude towards teaching and learning since teachers said they disliked teaching

while pupils said they also disliked learning. The study recommends that

seminars for teachers be intensified to encourage them cultivate positive attitude

toward teaching in primary schools. In addition, teachers are encouraged to

advice the pupils cultivate positive attitude towards learning.

5.5 Suggestions for further studies

The study realised that there are many factors contributing to poor performance in

KCPE in Gatundu Division. It is suggested that another study be carried out to

determine factors contributing to poor performance in KCSE in public secondary

schools in Gatundu Division.

73
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78
 APPENDICES

APPENDIX A

Questionnaire for class 8 pupils

Please note that the information given here will be kept in secret confidence. However

the usefulness of the information will depend solely on your honesty.

Part 1 – Personal Background

1. Sex ( please tick) Male { } Female { }

2. Have you repeated in any grade?

3. When did you join this school?

Part II Management of Curriculum and Instruction in the Primary Schools

4. How often are your books and assignments marked?

5. Are there studies organized for your class during the preps?

6. How many times in a term do your teachers give you tests?

7. Indicate how often the following teaching learning methods strategies are used in
your class
Strategy Frequently Rarely Not often
Small Group
Lecture
Question and Answer
Dramatization

Part III the Adequate of the Teaching/Learning Resources

8. Do your parent(s) provide all the things required by the teachers e.g. uniform,

bag?

79
9. Indicate the Adequacy of the following resources;

Classrooms Adequate [] Not adequate []

Desks Adequate [] Not adequate []

Chalkboards Adequate [] Not adequate []

Textbooks Adequate [] Not adequate []

Exercise books Adequate [] Not adequate []

Teaching aids Adequate [] Not adequate []

Part IV How the Attitude of Pupils towards Learning Affect Their Performance

10. In the table below tick [√] in the appropriate column to show your opinion
towards the following statements. Indicate using the following phrases: Strongly
Agree (SA), Agree (A), Not Sure (NS) Disagree (D) and strongly Disagree
(SD)
Statement SA A NS D SD

Students who dislike learning fail in exams

I enjoy reading books but fail in exams
I hate math and science subjects hence reducing
my mean score
All subjects are important in passing exams
I enjoy spending my leisure time reading to
improve my mean score
I do all the home works given by the teachers

Part VIII Views of the Respondents on the Strategies of Improving KCPE in

Schools in Gatundu Division

What do you think can be done to improve examination performance in primary

school?

80
 APPENDIX B

Questionnaire for class teachers for class 8

The information given will be kept in strict confidentiality. However the usefulness of

the information will depend solely on your honesty.

PART 1 – Demographic Data

Please respond to each question by ticking against the appropriate information as

applies to you.

1. Please indicate your gender Male [ ] Female [ ]

2. How long have you taught in this school? Below 3 years [ ] 4-6 years [ ]

7- 9 years [ ] above 9 years [ ]

3. Please indicate your highest academic qualification Graduate [ ] Diploma [ ]

S1[] P1 [] P2 [ ] graduate

Part 11 Management of Curriculum and Instruction in the Primary Schools

4. How often do you prepare professional documents?

Rarely [ ] Never [ ] All the time [ ]

5. Do you frequently utilize the professional documents in teaching?

Yes [ ] no [ ]

6. How do you assess pupils in school?

Tests [ ] class exercises [ ] quizzes [ ] term examinations [ ]

7. In your opinion what factors have led to the poor performance of your school in

KCPE?

81
8. Indicate how often you use the following teaching /learning strategies

Strategy Frequently Rarely Not often

Small Group

Lecture

Question and Answer

Dramatization

9. a) Does the head teacher supervise teaching/learning activities in your school?

Yes [ ] no [ ]
b) If your answer is yes on question 13, how often does the head teacher
supervise your work? Daily [ ] Weekly [ ] Monthly [ ]
Termly [ ] Not at all [ ]

Part 11I The Adequate of the Teaching/Learning Resources

10. Indicate the Adequacy of the following resources;

Classrooms Adequate [] Not adequate []

Desks Adequate [] Not adequate []

Chalkboards Adequate [] Not adequate []

Textbooks Adequate [] Not adequate []

Exercise books Adequate [] Not adequate []

Teaching aids Adequate [] Not adequate

Part IV How the Attitude of Pupils towards Learning Affect Their Performance

11. Do your pupils show willingness to learn?

Yes [ ] No [ ]

82
12. How frequent do students attend to their assignments

Rarely [] frequently [] never [ ]

Part V How the Attitude of Teachers towards Teaching Affect Performance

13. How do you rate your attitude towards teaching STD eight? Indicate using the
following phrases: Strongly Agree (SA), Agree (A), Not Sure (NS) Disagree (D)
and strongly Disagree (SD)
Statement SA A NS D SD

I hate teaching in primary school

Teachers do not effectively prepare students for exams

I feel comfortable teaching all subjects leading to good

performance

I spend all the free time in remedial teaching to improve

performance

I always prepare lessons plans for effective teaching

I enjoy using varied methods in teaching to improve

performance

I always complete syllabus and allow enough time for

revision

Part VI the Effective of the Supervision and Quality Control of Schools

14. How often do education officers visit your school to monitor curriculum
implantation?
Rarely [] frequently [] never []

83
Part VII The Extent to Which the Schools and the Community Interact

15. Do the community and the school work together in preparing pupils for

examinations?

16. Do Children in the family learn some norms and values that useful in learning?

17. How is school represented in schools?

18. How do schools and the community relate?

19. Do the community and the school as members of the partner in education

20. Are the communities involved in decision making of the schools?

Part VIII Views of the Respondents on the Strategies of Improving KCPE in

Schools in Gatundu Division

What do you think can be done to improve examination performance in primary

schools?

84
 APPENDIX C

Questionnaire of Head teachers

Please note that informing given here will be kept in strict confidence. However the

usefulness of this information will depend on your honesty.

PART I – Demographic Data

Please respond to each question by ticking against the appropriate information as

applies to you.

1. Please indicate your gender. Male [ ] Female [ ]

2. How long have you been a head teacher in this school? Below 3 years [ ]

4-6 years [ ] 7- 9 years [ ] above 9 years [ ]

3. Please indicate your highest academic qualification Graduate [ ] Diploma [ ]

S1[] P1 [] P2 [ ] graduate

Part II Management of Curriculum and Instruction in the Primary Schools

4. Do you consider the way teachers handle the curriculum satisfying?

Yes [ ] No [ ]

5. Elaborate_________________________________________________________
_________________________________________________________________
_________________________________________________________________

6. How many times do you check the following documents?

a) Lesson plan
b) Scheme of work
c) Record of work covered
d) Registers

85
7. Do you supervise classroom teaching? Yes [ ] No [ ]

8. If yes how often?

Part III The Adequate of the Teaching/Learning Resources

9. Indicate the Adequacy of the following resources;

Classrooms Adequate [] Not adequate []

Desks Adequate [] Not adequate []

Chalkboards Adequate [] Not adequate []

Textbooks Adequate [] Not adequate []

Exercise books Adequate [] Not adequate []

Teaching aids Adequate [] Not adequate

Part IV How the Attitude of Pupils towards Learning Affect Their Performance

10. Do you think pupils enjoy learning in your school?

Yes [] no []

Part V How the Attitude of Teachers towards Teaching Affect Performance

11. Do you think teachers enjoy teaching in your school?

Yes [] no []

Part VI the Effective of the Supervision and Quality Control of Schools

12. How often do education officers visit your school to monitor curriculum
implementation?
Rarely [] frequently [] never [ ]

86
13. How did the visits help your school

A. Improve curriculum implementation

B. No noticeable change

C. Improved performance

Part VII The Extent to Which the Schools and the Community Interact

14. Do the community and the school work together in preparing pupils for

examinations?

15. Do Children in the family learn some norms and values that useful in learning?

16. How is school represented in schools?

17. How do schools and the community relate?

18. Do the community and the school as members of the partner in education

19. Is the community involved in decision making of the schools?

20. How do teachers, parents, pupils relate with the community?

Part VIII Views of the Respondents on the Strategies of Improving KCPE in

Schools in Gatundu Division

What do you think can be done to improve examination performance in primary

schools?

87
 APPENDIX D

OBSERVATION GUIDE

Availability and Adequacy of Teaching/Learning Resources

The following is a table containing resources found in public primary schools. The
availability and adequacy of such facilities should be assessed by filling the table
Resources Availability Adequate

Yes No Yes No

Text books

Exercise books

Teaching aids

classrooms

desks

Revision materials

Management of Curriculum and Instruction in the Primary Schools

a) Are the schemes of work available Yes { } No { }

b) Are the schemes of work detailed, relevant? Yes { } No { }

c) Are the lesson plans available? Yes { } No { }

d) Are the records of work tallying with the schemes of work and pupils work?

Yes { } No { }

e) Are the progress records available? Yes { } No { }

f) Are those records comprehensive? Yes { } No { }

88
 APPENDIX E

Interview Schedule for the AEO

1. Is the management of curriculum and instruction in the primary schools fully

professional?

………………………………………………………………………………………

……………………………………………………………………………………

2. How adequate are the resources to the needs of the teaching/learning process?

………………………………………………………………………………………

……………………………………………………………………………………

3. How far does the attitude of pupils towards learning affect their performance?

………………………………………………………………………………………

……………………………………………………………………………………

4. How far does the attitude of the teacher towards the job influence the

performance?

………………………………………………………………………………………

………………………………………………………………………………………

5. How effective is the supervision and quality control of schools in Gatundu

Division?

…....…………………………………………………………………………………

………………………………………………………………………………………

89
6. To what extent do the schools and the community interact?

………………………………………………………………………………………

………………………………………………………………………………………

7. What are the Strategies of Improving KCPE in Schools in Gatundu Division?

90
 APPENDIX F

KCPE performances by districts in Central Province in the years

2008 - 2011

District 2008 2009 2010 2011

1 Kirinyaga 274.0 279.0 269.6 277.06
2 Thika Municipality 275.4 274.1 269.2 274.19
3 Nyeri North 252.8 256.6 256.2 256.6
4 Nyandarua South 251.5 250.8 242.0 250.86
5 Kiambu West 252.9 244.5 243.7 248.05
6 Thika 246.9 247.0 241.0 247.03
7 Kiambu East 249.8 245.2 244.8 245.26
8 Nyandarua North 239.4 242.5 235.8 242.52
9 Murang’a North 243.0 242.5 234.3 242.52
10 Murang’a South 237.7 239.8 235.0 239.8
11 Nyeri South 248.5 238.5 231.3 238.25
12 Gatundu 230.3 221.3 228.1 228.79
Source: PDE’S Office – Nyeri

91
APPENDIX G Map of Central Province, Kenya

92