Factors influencing academic performance in primary schools in urban slums in Kenya: the case of Kangemi Slum, Nairobi County

Abstract

The study investigated factors which influence academic performance in private and public schools in urban slums in Kenya. The study was conducted against the backdrop of perceived trend where performance of schools in urban slums had not been given particular attention even though children in these areas are more vulnerable. The study was also necessitated by campaigns by development organizations on access to quality and relevant education for children in urban slum areas in Kenya.

A cross-sectional survey which applied a mixed method of quantitative and qualitative approaches was conducted. A sample of 129 respondents from 11 schools in Kangemi slums were involved in the study. Stratified and simple random probability sampling procedures were used as well as purposive non-probability sampling procedure. Self administered questionnaires, interviews, focus group discussions were used to collect data from head teachers, teachers and members of schools management committees. Document analysis and observation of the general school environment was also undertaken.

Quantitative and qualitative methods were used to analyze data with both inferential and descriptive analyses being employed. According to the findings of the study, school enrolment, availability of instructional materials, school infrastructure, teacher motivation and school management committees have an influence on academic performance in schools. The study concludes that in order to achieve meaningful academic achievement in schools all these factors and other factors that were not considered by the study should be addressed holistically. The study therefore recommends measures the government should take to enhance interventions by having an integrated approach. The study also recommends longitudinal research to determine the trends in schools learning environment and learner achievement.