Influence of institutional factors on pupils’ performance in Kenya Certificate of Primary Education in public primary schools in Kangundo division, Machakos County, Kenya

Abstract

The purpose of the study was to investigate the influence of institutional factors on the pupils’ performance in Kenya Certificate of Primary Education in public primary schools in Kangundo division, Machakos County. To achieve this, four research objectives were formulated which included: to assess the influence of instructional supervision by the headteachers on the pupils’ performance in KCPE; to establish the influence of time management by the teachers on pupils’ performance in KCPE; to determine the influence of availability of teaching and learning resources on the pupils’ performance in KCPE and to examine the influence of the availability of physical facilities on the pupils’ performance in KCPE. The study adopted and used the descriptive survey design and involved 30 headteachers, 60 teachers and 180 standard 7 pupils of all public primary schools in Kangundo division, Machakos County. The researcher relied on 3 categories of questionnaire and an observation checklist. Questionnaire was used to solicit information from headteacher, teachers and pupils while the checklist was filled by the researcher from observations and questions made. The study revealed that there was influence of institutional factors on pupils’ performance in KCPE in Kangundo division. Headteachers professional support was not adequate. The study also established that teachers had the lowest professional qualification. Thus the quality of professionals influenced the pupils’ performance in KCPE. Most schools in the division were understaffed, this contributed to high pupils teacher ratio which increased teacher’s work load leaving very little time for individual pupil’s attention. It was also found that libraries were not available as was reported by 70 percent of the headteachers. Lack of libraries affected the pupils’ performance. Findings on teaching and learning resources revealed that there were inadequate pupils’ books. Time management had an effect on pupils’ performance since some teachers came to class late. In view of the findings, it was recommended that headteachers carry out their professional role in curriculum supervision through checking teachers professional documents regularly and supervising teachers as they carry out their teaching duties, that the MOEST provide opportunities for capacity building and furthering education for both headteachers and teachers, that the government provide adequate teaching and learning resources, that headteachers improve their tactics in instructional supervision and that there was need that all the required physical facilities are made available in all public primary schools. In view of the delimitation of the study, it was suggested that further study be conducted covering the entire Machakos County. Similar research should also be conducted to establish the challenges facing primary school headteachers in instructional supervision.