Institute for Development Studies, University of Nairobi

A sample of 49 primary schools, stratified and randomly selected were visited for data collected, in Nakuru District. The information required was related to teaching resources, teachers' quality, teaching methods, type of administration, and pupils academic background prior to sitting for the C.P.E. Examination. 1933 Form One pupils from 32 of the 49 primary schools in four randomly selected secondary schools were also interviewed for their socio-economic background. These two sets of information were related to the schools' 19 81 C.P.E. Examination performance. When the information was analysed, it indicated that quality of teachers’ school administration, use of appropriate teaching methods and pupils ' academic background, had a very significant influence to schools' performance in C.P.E. Examination. The use of teaching resources (aids), school-community relations and socio-economic background of pupils did not seem to have a significant and direct influence of schools' performance on the Examination. Generally, municipal schools performed better than rural schools.