By Musembi Angeline Kiloko BE /8939/51IDF

The Impact of Free Primary Education on Academic Performance of Primary

Pupil’s in Nyeri District, Kenya

By

Musembi Angeline Kiloko

BE /8939/51IDF

Research Report Submitted In Partial Fulfillment of the Requirements for the

Award of the Degree in Bachelor of Education in Early Child Hood

And Primary Education Kampala International University

November, 2008

Declaration

I, Sr. Musembi Angeline Kiloko BED/8939/51IDF do hereby declare that this report is of my

own work and to the best of my knowledge, has never been submitted to any university for the

award of a degree.

Date:... ~ L0 Q ~

Signed

Sr. Musembi Angeline Kiloko

BED/8939/5 1/DF

Certification

I certify that Sr. Musembi Angeline Kiloko carried out this work under my supervision in the

Institute of Open and Distance Learning of Kampala International University, Uganda.

Supervisor

P

Miss Onego Roseline

MAY, 2008

Dedication

This project is dedicated to the glory of almighty God the creator of heaven and

earth.

111

TABLE OF CONTENT

Declaration.Certification iiDedication iiiTABLE OF CONTENT ivAKNOWLEDGEMENT viOperational Definitions viiABSTRACT viii

CHAPTER ONEINTRODUCTION

1.1 Introduction I1.2 Back Ground to the Study I1.1 Statement of the Problem 21.2 Purpose of the Study 31.3 General Objective of the Study 31.4 Specific Objectives 41.5 Research Questions 41.6 Hypothesis of the Study 41.7 Scope of the Study 41.8 Significance of the Study 5

CHAPTER TWOLITERATURE REVIEW

2,0 Introduction 6

CHAPTER THREEMETHODOLOGY

3.0 Introduction 123.1 Study Design 123.2 Area of the Study 123.3 Survey Population 123.4 Procedures 123.5 Data Analysis 133.6 Research Instruments 133.7 Questionnaires 133.8 Interview 143.9 Library Study and Internet 143.9.1 Observation 14

CHAPTER FOURANALYSIS AND PRESENTATION OF FINDINGS

4.0 Introduction 15

iv

CHAPTER FWECONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusion 275.2 Recommendations 27Reference 30APPENDICES 32Appendix (i): BUDGET 32Appendix (ii)~ Questionnaire for the Children 33Appendix (iii): Questionnaire for the Teachers 36Appendix (iv): Questionnaire for the Head Teachers 38Appendix (v): Questionnaire for the inspectors 41TRANSMITTAL LETTER 43

V

AKNOWLEDGEMENT

It is imperative for me to thank all those who have in one way or the other contributed to the

successful completion of my study in this institution but constraint of space and time will not

allow me to mention all of them.

Foremost, to God be the glory for all the great things He Has done in my life, particularly for

giving me strength to overcome the world and tempting situations.

The second gratitude goes to Franciscan Sisters of the Heart of Jesus for having sponsored my

studies

I sincerely acknowledge with thanks the various ways that my supervisor Miss Onego Roseline

who assisted me despite of being saddled with a vast array of responsibilities. Her invaluable

guidance and interest have been of immense contribution to the success of my project.

vi

Operational Definitions

The following operational definitions are used in this study:

Culture: The behavioural patterns, beliefs and all other products of a group that are passed

from one generation to another.

Child: Any person under the age of 18.

Education: Is the transfer from one generation to another accumulated knowledge and it

prepares the young people to participate in development.

Intelligent: The ability to learn or understand or deal with new or trying situations.

Self$ulfihling prophecy: Is prediction of behavior that tends to come true because it leads

people to act as if it already were true.

School: Is a formal institution designed to transmit knowledge and skills children need to

become productive members of society.

Social Class: A group of people who think of themselves as belonging to the same social level

and who generally are willing to associate ultimately with one another.

Learning: Is a form ofgrowth or change in a person which is manifested as new mode or

patterns of behaviour. This change shows itself as a skill, a habit, an attitude, an

understanding, or as knowledge or an appreciation.

Universal Primary Education: A government programme providing free primary education to

all Kenyan’s children.

vii

ABSTRACT

This research was carried out in Iriaini Zone, Nyeri District Kenya. This was to find out the

impact of free primary education on pupils performance.

Consequently research questions were designed so as to guide in the research work. It also used

qualitative and quantitative methods by use of probability proportion to size. 200 respondents

were purposively selected. The target populations were the children, teachers, head teachers and

school inspector. Oral interviews and observation were also employed

The problems were lack up participation of parents in children’s work, socio-economic factors of

the families, absenteeism, poor nutrition, lack of motivation, big classes and teacher~pupil ration,

gender related factors, poor teaching methods, inadequate textbooks and lack of community

participation in academic work of the children. It is therefore desirable that the problem should

be resolved by the government, communities, families and school. It is important to have good

interaction and communication to check on strategies to improve FPE child performance

viii

CHAPTER ONE

INTRODUCTION

LI Introduction

Education the building block of development is one of the most important investments that a

nation can make. Investment in education contributes to the accumulation of human capital,

which is essential for higher incomes and sustained economic growth. To a child, education

positively impacts on his/her character, understanding, attributes [mind set] and behavior in

general. In other words it impacts every aspect of life. (Onego, 2006)

Education has a purpose. That purpose is to transmit from one generation to the next, the

accumulated knowledge of the society and prepare the young people for their future

mainstreaming. This is true explicitly or implicitly, for all society the capitalist society or the

East and African societies too (Eshiwani, 1993:24)

Since education is a significant aspect which brings about total changes in a person’s life to meet

the challenges and proper interventions with the wide diverse communities of the world. This

research is intends to investigate on the impact of free primary education on academic

performance of primary pupil’s in Nyeri district, Kenya.

L2 Back Ground to the Study

The problem of measuring performance of organizations, whether in the private or public sector

has been an on-going concern of practitioners and of researchers. In the private sector, it has

been assumed that, in the long run, the discipline of the market place will motivate the firm to

strive for cost efficiency and maximization of profits. While it is true that private firms pursue

multiple goals and that these goals often are not sufficiently well defined, the market system does

not provide economic indicators of performance through such measures as profits, rates of return

on investment, market shares etc.

The public sector lacks both an analog for profit-seeking behavior and an adequate feedback

system for learning about quality of decisions. As a result, the problem of evaluating

performance of public sector organizations and the development of insights to guide performance

improvement has been much more difficult. The main issue in school evaluation is the definition

of the factors that reflect the performance of the school. A current approach to school evaluation

considers the school as production that uses multiple inputs (resources) and produces multiple

outputs. In such a setting, the definition and measurement of the inputs and outputs that reflects

the operation of a school for evaluation purposes is not an easy task (Maragos and Despotis.

2002).

A commonly accepted measure of a well performing school is based on the records of its

students in public examination, class size, teacher-student ratio, the effects of social environment

of the school in its performance is also investigated and various measurements of that effect are

incorporated in the evaluation of the model (Maragos and Despotis, 2002). Free primary

education started Kenya in January 2003 which raised the National Gross Enrolment rate (GER)

from 88.2% in 2002 to 102.8% 2003. By 2004, the GER rose further to 104.8 %. The Kenyan

government intends to meet their goal in relation to this in 2015.

Li Statement of the Problem

The growth in importance of performance assessment in recent years has been linked with a

concern to ensure that the service represents “value for money”. Increasing concern over funding

of schools by government and the limitation of the resources available to the education sector has

given rise to the demand for greater efficiency and public accountability. This concern reflects

the need for comprehensive assessment of the degree to which school management practices and

education industry structure promote efficiency in education ~Mante and O’Brien, 2001), The

table below shows the major aspects that shows improvements however reveals the need for

attention in Free Primary Schools to improve the performance of pupils in these schools.

2

Table 1: Education Outcomes in Kenya Before and After Introduction of Free Primary

Education

[ Year 2002 2003Number of pupils 6,314,600 6,917,553

Number of teachers 197,331 178,037

Pupil to teacher ration 32:5 38:9

Number of class rooms 186,000 191,088

Pupil to class room ratio [ 34 36

Share of national budget 35 39

Primary education budget { 54.4 56.7

[ Percent female 49.5 49.7

Source: National education statistics; UNESCO fnstitutefor statistics

Premised on the above, this study is designed to estimate the Impact of Free Primary Education

on Academic Performance of Primary Pupil’s In Nyeri District, Kenya.

L2 Purpose of the Study

Due to the shortcomings of using one output to one input ratio approach in evaluating the

efficiency of schools there is a need to conduct performance evaluation of schools based on

measuring the efficiency of a school relative to other schools. This will give us a more practical

and productive efficiency measures as well as information on where to improve efficiency in

identified inefficient schools.

1.3 General Objective of the Study

To examine the impact of free primary education on academic performance of pupil’s in Nyeri

district.

1.4 Specific Objectives

i. To establish the performance of pupil’s in free primary schools

ii. To discuss factors responsible for poor performance in free primary schools in Nyeri

district

iii. To come up with possible strategies that can be adopted to solve the situation.

L5 Research Questions

i. How is the performance of pupils’ in free primary schools?

ii. Is there any relationship between free primary education and pupil’s performance?

iii. What are the factors responsible for poor performance in free primary education schools?

iv. What will be the possible solutions to curb the problem?

L6 Hypothesis of the Study

i. There is close relationship between free education and pupil’s poor performance

ii. There is close relationship between teacher’s quality and performance of pupil’s in

free primary schools.

iii. Poor performance of pupil’s in free primary schools is closely related to big class

size.

1.7 Scope of the Study

The study was conducted in iriaini zone, Nyeri district, and central province of Kenya. it

included five public primary schools: Karima, Kairia, Kiyu, Munaini and Kagumo. It included

two hundred respondents. Five head teachers, five class teachers and one class (primary eight)

which included forty pupils’ in every school was targeted. Parents, board governors’ members

and officials from the ministry of education were also included. The study will be confined to the

impact of free primary education on academic performance of pupil’s in Nyeri district. It also

discussed other factors responsible for poor performance of pupil’s in these schools then drew

possible solutions to curb the situation.

4

L8 Significance of the Study

The study is intended to provide an in-depth understanding of factors responsible for poor

performance of pupil’s in free primary schools. It will also benefit the ministry of education.

development practitioners, policy makers and implementers to identify problems responsible for

poor quality education in Kenya.

The findings of district —specific studies will help the administrators to make informed

decisions on matters related to quality, equity and relevance of education.

It is further hoped that these results and the findings of the study will stimulate further research

in the assessment free primary education in Kenya. This is very likely; as the researcher believes

beyond no doubt that the research will be the first of this kind in the country and therefore will

have capacity to provoke future researchers in the same field.

The results of the study are expected to assist the ministry of education and the government of

Kenya to formulate appropriate and realistic policies relating to free primary education and its

quality.

5

CHAPTER TWO

LITERATURE REVIEW

2M Introduction

The review of literature related to the impact of free primary education on students performance

of pupils’ in primary schools in Nyeri district were considered under the following sub headings

which according to the researcher are closely related to the introduction of free primary

education other than private schools.

(i) Class size and academic achievements

(ii) School facilities and academic achievements

(iii) Teacher pupil interaction

Global Overview

An estimated 299 million school-age children will be missing primary or secondary in 2015~ of

these, an estimated 114 million will be missing primary schools. These statistics suggest that

providing every child between the approximate ages of 6 and 17 with an education of high

quality will require time, resources and colossal efforts. Should the international community

commit the necessary economic, human, and political recourses to the goal of Universal

education? If so how should it deploy resources, and how much will it spend.

In 1900, estimated primary gross enrolment ratio [GER] were below 40% in all regions, except

that in Northwestern Europe, North America, and Anglophone of the pacific, collectively, the

ratio was 72% [Williams, 1997:122] as quoted by Joel et.al [2005] within the past few years, the

estimated global primary net enrolment [NER]- the number of pupils in the official primary-age

group expressed as a percentage of the total population in that age group- reached 86 414 million

[calculations by bloom based on UNESCO online datajas quoted by Joel et,al [2005:3]

Measures distinct from enrolment round out this picture, over the 20th Century, literacy tripled in

developing countries, from 25% to 75%. The average years of schooling in these countries more

than doubled between 1960 and 1990, increasing from 2.1 to 4.4 years [Bloom and Cohen, 2002

as reflected by [Joel et. al, 2005]. He further report that the figure has risen further since 1990.

This growth in enrolment and literacy was supported by more global spending on primary and

6

secondary education than at any previous time. Developing countries spent about $32 billion on

primary schooling in 2000 while on secondary education $93 billion per year. Although different

researchers present different, they all show big figures.

As access to education and literacy increased, global monitoring of student, schools, and

educational systems also increased. Developing countries are participating in international

measurements of educational status in greater numbers. More statistical measures of schooling

have been defined i.e. net and gross enrolment ratios, attendance rates, completion rates, average

years of attainment, and schooling life expectancy. Though not all are well supported by reliable,

internationally comparable, comprehensive data, several organizations are working towards this

goal. The UNESCO institute of statistics, Montreal, maintains that the highest quality data

[UNESCO, 2000, 2004)

Further more, indicators of educational quality are scarce. Though participation in international

assessments of educational quality has increased, countries most in need of improvements are

least likely to participate. As a result, important comparative data on quality of education

continues to be lacking for the developing world.

In addition to that, girl’s education falls short of boys’ education in much of the world. Although

enrolment rates do not differ greatly, many more boys than girls complete schooling, especially

at primary level. Although it is clear that gender, proximity to a city, and income level interact in

influencing educational deficits, a systematic global analysis remains to be done of how much

each contributes to differences in children’s educational opportunities and achievements.

Also gross disparities in education separate regions, income groups, and genders. The

populations farthest from achieving free primary education are typically the worlds poorest. Net

primary enrolment ratios have advanced in most of the developing world, but remain low in sub

Saharan Africa.

‘7

Developing countries have been said to be having a dramatic variation in spending on primary

education ranging from $46 per student per year in south Asia and central, spending in secondary

schools show a similar range.

Free primary education (universal primary education) is the stated goal of several international

initiatives. In 1990, the global community pledged at the World Conference on Education for All

in Jomtien, Thailand, to achieve universal primary education (free primary education) and

greatly illiteracy by 2000, when this goal were not met, it again pledged to achieve free primary

education, this time at the world education forum in Dakar, Senegal, with a target date of 2015.

Joel et al (2005)

The launching of the Universal Primary Education (free primary education) programme in 2003

marked a new era in history of education in Kenya. In an attempt to provide free primary

education for all school age children irrespective of the economic or social conditions of their

birth. Education was formally reorganized as a right rather than a privilege of six-years-olds.

Aziz (2007)

Using education is as a tool to achieve national objective the national policy of education of

Kenya clearly expressed the need to overcome existing contradictions ambiguities and lack of

the uniformity in educational practices. Regional gender disparities are evident in enrolment,

completion and repletion, transition and performance in Kenya certificate in primary education.

In the same way the enrolment does not necessarily mean attendance, attendance does not

necessarily mean receiving education and receiving education does not necessarily mean

receiving a good education. High enrolment ratios may give the mistaken impression that that a

high proportion of school-age going is being well educated. Some 75-95% of the world’s

children live in countries where the quality of education lags behind-most far behind — the

average of the OECD countries, as measured by standardized test scores, That standard may not

be universally appropriate. However, it is uncontested that educational quality is too often poor.

8

Kenya had a longstanding policy that education should be provided by the government and the

2001 student’s Act stated that the government should provide free and compulsory education.

Only in 2002, however, when the new government should provide free primary education as its

core tenet was such a program possible. It became reality in 2003.

Class Size and Academic Achievements

It is generally perceived that most of Free Primary Education schools have greater populations

thus leading to big classes. As school populations’ class size increase, the performances of

students become an issue of concern. According to Dror as quoted by Owoeye (2000), class size

has become a phenomenon often mentioned in the education literature as an influence on pupil’s

feelings and achievement, on administration, quality and school budgets. In his statement he

noted that class size is almost an administrative decision over which teachers have little or no

control.

With one of the highest population growth rates in the world [3.5%], Kenya has to work hard to

sustain basic services such as free primary education, The number of pupils in primary schools is

expected to reach 10 million by 2005-20 10 with new pupils coming from three sources:

Sealing the dropouts/improving the retention

• Enrolling those currently not in schools under the on disadvantaged from rigid areas like

pastoralists communities.

• Population growth: these numbers will have implication for resources availability and

budget allocation s among the sub-sectors.

School Facilities and Academic Achievements

Bishop [1985:212] contends that if there is to be changed and improvement in education and

pupils’ performance there must be adequate recourses. This implies that any attempt at

curriculum improvement must be preceded by the preparation of suitable textbooks, teacher

guides and other teaching and learning materials.

Free primary education and use play has not been effectively implemented because teachers lack

“the tools for the job.” Even though the Educational Policy Review Commission Report

9

identifies the provision of instruction materials particularly text books as the most effective way

to improving the quality of primary education, that these material are important in improving the

scholastic achievement, yet the same report reveals that these basic inputs are lacking in many

schools, which is seriously hampering learning.

Limited provision of school facilities, equipments and materials affect the quality of teaching and

learning which in return affects pupils’ performance Onego (2006). The children in both free

primary education do not have enough materials to be instructed on and thus has led to lack of

understanding ofwhat they are taught and hence poor performance Robert [20021 stresses that on

this issue that, it is worse when it comes to Science subjects since the students do not have

enough laboratories to use for practical. This in general has negatively affected policy and its

impact on development.

Research shows that many countries worldwide are experiencing a big challenge as far as

recruitment and retention of teachers is concerned. This clearly shows a negative effect on free

primary education and use policy where the salary and working conditions are poor thus

inversely affecting the standard of education.

Teacher-Pupil Interaction

The classroom is a complex social system in which a myriad of interaction take place each day.

Teachers play a central role in this highly social environment engaging in as many as 1,000

exchanges with pupils from the time the bell rings in the morning until dismissal in the afternoon

(Jackson 1968). On the average, most teachers’ talks convey academic content, and some

manage the complex flow of classroom events. Other teachers’ statements are evaluative. Pupils

get feedback about whether their answers are right or wrong and whether their behavior fits with

what is expected of them in the student role. This is very significant for the academic

achievement of the child. Unfortunately, this does not favour children from public schools

because the population is very high and even if the teacher is willing, he may not be able to

attend to all of them.

On the same line scholars also show in different studies that the majority of teachers are middle

class in origin and in their orientation, Consequently, they tend to handle with care children with

higher social status and to depreciate or neglect children of lower classes. The children

themselves in the school situation in the very early pattern put their attitudes towards one another

in conformity with adult social status differentiations. Studies show that children generally tend

to attribute socially desirable critics to their schoolmates from the upper classes and to rate those

from the lower-class families as not being “good looking” or as “people you would not want as

friends”. This in general all affects the children’s performance because majority of this low

population are in public schools.

One of the consequences of school experiences is likely to be a general and lasting dislike on the

part of lower-class children for the whole idea of education. In the past, the characteristic lower

class attitude towards school generally has been unfavourable and negativistic. The parents have

often tended to encourage resistance and attitudes of hostility and rebellion in their children

towards teachers and the school program generally.

Such attitudes obviously are not conclusive to the kind of learning which result in school

progress. Hence, the interaction between the pupil and his teacher is not likely to be pleasant and

constructive.

11

CHAPTER THREE

METHODOLOGY

3~O Introduction

This chapter presents the methods that were used in carrying out this study. it highlights the area

of study and the population size and the methods to be used. in this section the chapter fiarther

presents how data will be processed and analyzed for final presentation, the specific problem

which must be appropriate and detailed.

3d Study Design

Both qualitative and quantitative methodologies were used to authenticate the study and to allow

for the collection of detailed information from the respondents in their work place and at school

for the case of the teachers and pupils. Primary data was collected through both structured and

unstructured interviews, focus group discussions, and observations. National documents were

also consulted.

32 Area of the Study

The study was carried out in Nyeri District. The area is chosen for this study because it is

accessible to the researcher and there are also many government primary schools.

3~3 Survey Population

The study covered five public schools. A total of 40 respondents were targeted per school for a

total of 200 respondents (head teachers, teachers and pupils). The focus group discussions

involved 15 children from each of the selected schools. Five additions involved key informants

were included from the inspectors of schools, NGO and the PTA leaders. A total of 200

respondents and key informants contributed to this study

3d Procedures

The researcher obtained an introductory letter from the Institute of Open and Distance Learning

Kampala International University. The questionnaires were personally administered to sampled

200 respondents in the five selected schools, The subjects were briefed about the importance of

the study and were assured of confidentiality that was observed in the information they were to

12

give after which they were given useful hints about how to fill the questionnaires and appeal

was made for objectivity. The researcher also gave the respondents enough time to fill the

questionnaire after which they collected. This way a hundred percent rate of return was expected.

15 Data Analysis

The data collected was analyzed qualitatively and quantitatively. The qualitative [descriptive]

data was processed through content analysis in order to identify common problems and their

magnitudes to pupils’ performance. The data was edited before leaving the respondents; here the

researcher tried to check for uniformity, accuracy and consistency. The various data, which was

obtained, was analyzed by coding; this was done basing on the answer that was given to the

researcher by the respondents.

3~6 Research Instruments

The data for the study was collected by the use of the questionnaires and interviews plus

observation, This was carried out in schools, offices and homes for the case of the parents.

Interview with key informants was conducted in areas that were agreed on by participants.

17 Questionnaires

It involves written down items to which the respondent individually responds in writing. The

items are in the form of statements or questions. Questions are well planned and can always be

modified and adapted. It’s preferred because most of the data required is from various

categories. In addition they are less costly to use and can cover a wide area in a short time. The

questionnaire were designed in such a way that it had both structured and unstructured

questions and solicited information which included data on performance of pupil’s in free

primary schools, the relationship between free primary education and pupil’s performance in

primary schools and the factors responsible for poor performance in free primary schools in

Nyeri district

1—,13

3.8 interview

This involves the oral or vocal technique or discussion. The technique involve face- to- face

interaction between individuals leading to self- report. Responses from the interviewee are

recorded and can then be analyzed.

it advantageous because it is quite flexible, adaptable, and can be used to get information on

many people. information can be obtained in details and well explained. However, the

researcher found it disadvantageous in that the interviewees may be highly subjective, biased,

and shy or express discomfort in response. At times they may be unwilling to respond or

questions may be wrong and may take time to respond too.

This was one of the major methods, which was used in data collection. A structured interview

schedule is suitable for this purpose in that it caters for the respondents who cannot easily write

or read well, Besides this, the interview schedule ensures consistence and uniformity of question

order and content.

3,9 Library Study and Internet

The literature source that was consulted for this study will include documents from the ministry

of education, students’ records, reports from various researchers, text books from various

libraries with no exception of internet. These used to collect secondary data.

3.9.1 Observation

Observation has many advantages, which include avoiding report bias from some one else,

overcoming language barriers and observing the naturalistic behavior, it can be carried out

anytime. However, there are also demerits of this technique, which include

misinterpretation of what is observed, and the inability to observe some aspects of

behavior, in this case the researcher used naturalistic behavior, it can be carried out at any

time. However, there are also demerits of this technique, which include misinterpretation of

what is observed, and the inability to observe some aspects of behavior, in this case the

researcher will use the naturalistic observation to collect data on the class size, structures,

eating habits among and the learning environment in general.

14

CHAPTER FOUR

ANALYSIS AND PRESENTATION OF FINDINGS

4~O Introduction

This chapter gives an overview of the researcher finding. The findings are presented under the

following headings.

Profile of Respondents

On the profile of the pupils it was observed that most pupils sat for their K.C.P.E examination at

the age which was higher than usual. The below table 1,1 indicates this. The frequency of the age

between 14 and 16 years was comparatively higher than I 1- 12 the age at which most pupils sat

for their K.C.P.E Examination before U.P,E Free primary education contributed a lot in that

most of the children who had opted out of the school due to poverty had come back following

free education. It can also be shown that the number of boys was higher than the number of girls

in table 1.1 the girl-boy ratio was 4: 5 i.e. for every four girls sampled there were five boys.

Table 1: On Profile of Pupils

School Sex Age in Years

Male Female 11-12 13-14 15-16

Karima 5 3 1 2 5

Kagumo 4 4 2 3 3

Kairia 4 2 1 4 1

Kiyu 1 3 1 2 1

Muna-ini 6 4 3 2 5

Total 20 16 8 13 15

Source: Field Work Data

15

Enrolment

From table 2.1, enrolment increased from 1507 in 2004 to 1697 in 2008. This represented 32

percent increase. This increase could be attributed to the fact that all those children who had

earlier on dropped out from school for lack of fees or poverty made come backs since it was

free education. The table also shows that as per school, enrolment continued to rise every

other year. This is summarized in flg 2.1

Table 2: Summary Tables on Total Enrolment

School 2003 2004 2005 2006 [ 2007 2008 Total

Karima 465 459 435 469 465 2293

Kagumo 312 398 f 292 255 246 1413

Kairia 301 296 314 321 325 1557

Kiyu 228 235 H36 244 250 1193

Muna- 291 336 367 390 411 1795

miTotal 1597 1634 1644 1679 1697 8231

Source: Field Work Dab

From table 2.1 enrolment increased from 1597 in 2004 to 1697 in 2008. This represented 6

percent increase. This increase could be attributed to the fact that all those children who dropped

earlier out of school because of lack of school fees or poverty came back since it was free

education. This table shows that as per school enrollment continued to rise every other year by

about 3-4 percent. it is summarized in Table 2.1

16

Table 3: Summaries on Enrolment by Gender


Enrolment by Gender

On enrolment by gender as shown in the table 2.2 divisionaliy, there was near attainment of

gender parity on enrolment, All the years indicated that girl enrolment was lower than that of

the boys which means that F.P.E was benefiting one gender this was may be associated to

cultural factors where female sex is perceived as weaker sex that is meant to get involved

only in reproductive role (home makers).

2004 2005 2006 2007 2008

Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls

Karinia 220 196 224 201 229 209 232 216 246 219

Kagumo 108 97 121 107 129 114 131 111 138 108

Kairia 112 110 118 112 124 115 139 148 163 166

Kiyu 104 96 109 94 115 98 120 108 126 112

Muna- 232 215 242 238 257 240 263 251 271 269

mi

Total 776 714 814 4752 854 776 885 834 944 874

52% 48% 152% 48% 52% 48% 51% 49% 52% 48%

17

Figure 1.2: ummary on Percentage Enrolment by Gender

52

51

50

49 Dboysgirls

48

47

462004 2005 2006 2007 2008


The same picture was shown as in the table 2.2 for the same reasons. Girls was less

percentage than boys (Gender Disparity)

Ta le 4: Summary Table on Boys Enrolment

School 2004 2005 2006 2007 2008

Karima 220 224 229 232 246

Kagumo 108 121 129 131 138

Kairia 112 118 124 139 163

Kiyu 104 109 115 120 126

Muna-ini 232 242 257 263 271

Total 776 814 854 885 994

18% 19% 20% 21% 22%


18

Figure 1.3: Summary on Percentage Boys Enrolment 2004- 2008

25

20

percentages 151: IDBOy I

2004 2005 2006 2007 2008

years


The percentage of boys also increased as shown in figure 2.3

Table 5: Summary Table on Girls Enrolment.2004-2008

School 2004 2005 2006 2007 2008

Karima 196 201 209 216 219

Kagumo 97 107 114 111 108

Kairia 110 112 115 148 166

Kiyu 96 94 98 108 112

Muna-ini 215 238 240 251 269

Total 714 752 776 834 874

18 19 20 21 22


19

Figure 2.4: Summary on Percentage Girls Enrolment 2004 — 2008

25

—

20

15percentage ________

10 IDgirisi

5

02004 2005 2006 007 2008

years


It is shown that the number of girls was increasing over the years as shown in the figure

above

Table 6: On performance from sample schools

School year Enrolment total Mean % M.S

Boys irls scores

Karima 2002 28 28 56 283.00 56%

2003 34 32 66 283.38 56%

2004 28 28 56 286.21 57%

2005 20 29 49 286.32 57%

2006 27 30 57 279.64 55%

2007 35 38 73 283.45 56%

Kagtimo 2002 29 26 55 247.00 49%

2003 17 15 32 236.17 47%

2004 18 17 35 270.71 54%

20

2005 22 22 ]44 233.18 46%

2006 23 22 45 256.39 51%

2007 18 17 35 243.38 48%

Kairia 2002 18 17 35 228.00 45%

2003 137 138 275 210.52 42%

2004 109 106 215 235.26 47%

2005 77 74 151 228.61 45%

2006 123 118 241 228.62 45%

2007 136 133 269 244.11 48%

Kiyu 2002 15 13 28 214.03 42%

2003 16 14 30 224.12 44%

2004 13 13 26 218.61 43%

2005 14 16 30 216.50 43%

2006 16 15 31 204.80 40%

2007 18 16 34 208.00 41%

Muna-ini 2002 32 30 62 239.01 47%

2003 35 38 73 247.02 49%

2004 29 30 59 206,83 41%

2005 38 2 67 252.60 50%

2006 33 35 68 255.10 51%

2007 42 39 81 233.60 46%

Total 1,200 1,178 j_2,378


In Table 3.0 on standard eight enrolments and performance, there was irregular performance as

per school as can be seen in the rise and fall in mean score. it was seen that performance had

been below average as can be seen in figure 3.0

21

Figure 3.0: Performance from Sampling School from 2002-2007

60

50

40 Dkarimakagumo

30 fl Dkairia

20 U Dkiyu•muna-ini

10

02002 2003 2004 2005 2006 2007


Enrolment and Performance

On enrolment and performance it was clear that enrolment in the F.P.E programme had

increased enrolment was leading to lower performance.

Achievement of Free Primary Education

On achievement of F.P.E from the sample schools and population interviewed majority

showed that the government had provided enough learning materials which were helpful to

all the pupils. The learning materials helped to improve the academic performance has to

some schools as can be seen below.

22

57

56.5

56 — —~ ______

ID F.P.E I55 —

54.5

542002 2003 2004 2005 2006 2007


F.P.E had also leads to increased enrolment in public primary schools. Pupils who were

unable to go to school due to lack of school fees were able to go to school. There were other

people who never want to school they were old but still they joined school. Child labour had

reduced since the introduction of F.P.E. this meant that most victims of child labour had

found themselves in F.P.E classrooms.

As it was interviewed before girl and boy enrolment was increasing each year since the right

of children to education were being realized, those parents found not taking their children to

school to school would be persecuted in the court of law had seen this strongly observed.

Everyone can go to school to learn.

In summary it was observed that F.P.E had the following achievements

• The government had provided enough learning materials

• There was increased enrolment in public primary school

Child labour had reduced

Street children had also reduced

The children rights to education were now realized

23

The poor children were able to go to school

This is summarized in the figure below:

Table 7: Enrolment increase

YEARS 2004 2005 2006 2007 2008

Total 1.597 1,634 1.644 1,679 1,697

enrolment


Challenges of FYeE

On performance it was interviewed that performance was lowered due to able

increased of enrolment in public primary schools. Majority of the schools showed the

lowering of performance while few had improvement.

On facilities it was observed that F.P.E had led to lack of adequate facilities due to

increased enrolment. In spite of the government providing the learning materials it

showed that they were not enough for everybody to learn well.

On the aged going to class it was observed that F.P.E had actually led to very old

people joining class one. For example a man aged 84 and a lady aged 60 they both

joined the primary school.

So it was observed that there were pupils of mixed abilities due to entry of to average children

caused by F.P.E. Heavy work load for the teachers due to understanding and over enrollment was

also observed in that one teacher had 70 pupils in class while others had more than these so it

was difficult to handle them and unable to help even the weak ones. Majority interviewed that

there was lack of motivation for both pupils and teachers, there was lack of co-operation and

support from parent to teachers. Due to poverty of some families, it was observed that there was

a lot of absenteeism. Some lacked money for tuition and others basic needs. On Early Childhood

Education, it was observed that F.P.E program had failed to address this issue as it was still the

duties of parents to pay their early childhood education teachers, this was pay their early

childhood education teacher, this was seen as a challenge since same parents would keep their

24

children at homer for lack of money to enroll them for ECD classes until they attain the age for

joining class one where Education is free, This in itself affects quality of education. in a nut shell

the following were seen as challenges of F.P.E

- Lowered quality of education due to increased enrollment

- Lack of adequate facilities in rural areas due to increased enrolment

- it has led to the aged go to class blotting classes unnecessarily

In ability to incorporate ECE in FPE

Strengthening FPE Program

Among issues to be addressed to strengthen FPE were: Increase the number of teachers

especially in cases of over enrolment in public primary schools so that it would be easier for the

teachers to handle pupils well by meeting their needs individually. it was also observed that the

lower primary teachers have to work very hard for remedial teaching so that they were to have

good foundation. improvising of guidance and counseling was seen as an important factor to be

considered because it was found that due to F.P.E. there were mixed age groups who joined the

school with different characters so in all these some pupils lacked discipline and without

discipline no learning was to tale the place. There was also a need to increase the number of

school inspectors and the government to provide more funds for transport for regular inspection.

It was also revealed that running of more seminars to improve teachers skills increase funds for

quality assurance thus improving terms of service and pay for teachers which very essential.

appreciating their work. Teacher had to improve testing and evaluation to inco-orparate class

works instead of a single exam (K.C.P.E) and introduce information technology. There was

observation of poverty in some families whereby some pupils were not able to go to school every

day lacked food , school uniform. So due to these there was an idea of introducing feeding

program so that each child was able to have meals at school.

The community was to be mobilized to buy enough materials especially building materials.

There was a need to have clear policy and guidelines the media to be used intensively to

25

disseminate FPE policy and need to take interest in whni~tsion, retention and completion process

for all pupils in FPE program

26

CHAPTER FWE

CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusion

This research has shown that the introduction of FPE programme has indeed lowered academic

performance of pupils in primary schools. To step up and perhaps make free primary schools

feasible and sustainable it was found necessary that the government need to.

Have a more cost effective spending of educational resources

Increase training of teachers to ensure constant supply of teachers in schools. This

will alleviate the problem of work lead on the teacher.

The further ensures effectiveness and efficiency on the part of the teacher

Enhance enough learning materials and subsidies targeting the poor.

Have clear policy and guidance

Improvising of guidance and counseling in schools t o improve the disciplines.

Increase the number of inspector in primary school and the government to provide

more funds for regular inspection

Take interest in admission, retention all completion process for all pupils on FPE

programme

All the above cited is put in place would see FPE practical and feasible

5~2 Recommendations

As a recommendation therefore despite key issues highlight as a way forward above it was also

apparent that there could be certain additional underlying factors hindering achievement of the

UPE by the Kenyan child. One of which was the biting poverty. This was seen as one of the

constraint to the efficient delivery ofKenyan education system.

According to the 2003 human development report, the standards of living in Kenya have

generally decreased with the poor becoming poor. Things become more expensive such that

some poor parent cannot afford to provide the additional input required to sustain the children in

27

school. These include food, school inform and stationary. Poverty is known to breed hunger and

malnutrition. Hungry and malnourished children have reduced capacity to learn. These children

have been shown to perform poorly.

Another factor is understaffing and over enrollment whereby it was observed that some teacher

had a big number of children in class i.e. hundred in one class. This was a big problem even to

acknowledge individual weakness.

Absenteeism is another factor which is contributed to ill health. Conditions experienced include

malaria, helminthes infection, diarrhea diseases as well as acute respiratory infections.

These problems are more prevalent among the poor. Thus it is the poor children who are already

malnourished and hungry who are further robbed of an opportunity to improve their future lives

through acquisition of basic education, a situation more prevalent where the living conditions are

squalid and overcrowded with poor drainage limited or no access to safe drinking water and

health facilities.

In order for the government to ensure that there are more children retained in school, it needs to

address these issues and to do so urgently.

1. Co-ordinate in collaboration with the relevant international agencies such as World Food

Programme (W.F.P.) and others.

2. The government can implement school feeding programs whereby these children can be

provided with breakfast and lunch. Research has shown that providing children with

breakfast leads to improvement in schools attendance as well as greater performance in

arithmetic.

3. Schools could also establish gardens to promote dietary diversity which will enable the

schools to have mid-day meals.

4. There should be an adequate provision of safe drinking water and sanitation facilities

especially for human waste disposal. This should be incorporated with the dc-worming

program. The incidence of diarrhea and helminthes infection will be reduced.

28

5. The local community can participate in the building of necessary facilities such as pit

latrine! toilet and establishment of the community! school gardens.

It’s not only by availing primary education but also improving their health and nutrition

29

Reference

Accessibility and Relevancy of Education for Children with disabilities in Uganda

[October, 2003]

Barton T. and Wamai G [1994] “Equity and Vulnerability: A situation Analysis of Women,

Adolescence and Children in Uganda” Kampala NCC p.1 1-14, 16-22

Bellammy T. [1990 “State of the Worlds Children 1999 Education” UNICEF, New York P.11-

15, 16-18.

Bennell, P. And Sayed [22002] “Improving the Management and International Efficiency of

Post-Primary Education and training in Uganda” Sussex University, Briton P.22-29, 32-35.

Bishop: Everlasting student progress. Allyn and Bacon Inc., Boston.

Bloom, David E. [2004]~Universal and Human Progress: In wide Angle Discussion Guide 2”.

New York

Bruset, et.al. [2003] “A chance for every child” Word Bank, Washington. D.C

Education Review Report, Kajumbi [2003]

Education strategy investment plan [1997-2004] framework enhancing UPE: a stake holder’s

hand book [2004], Kampala.

Fordham, P (2002): Education For All. An Expanded Vision.

Paris. UNESCO

Joel, E. Cohen et. al [2005] Universal Basic and Secondary Education. P.2-33

30

MOES [19971 the education white paper: education national integration and development:

education white paper Kampala. P. 3-20.

MOEST (2004). Free Primary Education manual.

Nairobi Government Publishers

Mutie and Ndambuki PN (2002) Guidance and counseling for schools and colleges.

Nairobi Oxford.

Mwaura S. and Wanyera S. (2002) Introduction to children with speciaI~ needs in Nairobi. D.C.

Department KISE.

Ngugi W. (2002). Introduction to inclusive Education

Nairobi NA. SE.SE

Randiki F. (2002). Historical development of Education

(Kenyatta University ECD)

Wachira, K. (2004). The poor locked out of school, The East African Standard and career

booklet.

World Bank (1990). Poly Paper on Primary Education.

.5

APPENDICES

Appendix (1): BUDGET

ITEM/ACTIVITY COST (KSIIS)

1 Stationery 2,000.00

2 Printing & typing 4,000.00

3 Binding 2000.00

4 Research Assistant 2.00000

5 Miscellaneous 1,000.00

Total Expenditure 1 1,OOO~0O

3

Appendix (ii): Questionnaire for the Children

Instructions (Tick or fill in the blank spaces)

Sex Male/Female

I. What is your term average mark since you joined this

school

2. Do you get time to do your home work?

a) Yes

b) No

c) It depends

3 Do you have enough teachers?

a) Yes

b) No

4. Which subject does the best teacher teach?

a) mathematics

b) English

c) Science

d) Kiswahili

e) Social studies

f) C.R.E

5. What subjects do you like most?

a) English

b) Mathematics

c) Science

j 3

5b). a) do you get food at school?

a) yes

b) no

6. a) what do you like most the school to assist you in so that you can perform well?

I)ii) iii)...

iv

7. What problems make you not to perform well in your struggle to perform well?

i)

fl) iii)...

iv

6. Do your parents have time to help you to do the school home work?

a) Yes

b) No

c) Sometimes

7. How far is your home from school?

a) Near

b) far

c) Veiy far

7. b) Do you come to school every day?

Yes/No

34

7.b)Give reasons for your answer

above

8.. Do you come to school everyday?

Yes/No

10. Give reasons for your answers

above

ii. Are you satisfied with your performance? Yes/No

12. What makes you not to perform

well?

13. What do you think should be done for you to perform well?

.3-

Appendix (iii): Questionnaire for the Teachers


Sex Male/Female

Number of learners in your class

Boys

Girls

1. Do you concentrate on your work as a teacher? Yes/No

2. a) A are there any problems affecting your learners that hinder their performance?

Yes/No

b)Give reasons for your answer in 2 a) above

1)

ii)

iii)

iv

3. a) Do your students attend classes regularly?

Yes/No

b)Give reasons for your answer in 3.a) above

4. a) Is there any relationship between the Introduction Of Free Primary Education and their

academic performance

Yes/No

36

c) Give reasons for your answer above5. What percentage ofparents gets involved in theiradents woild

i)

ii).iii)...

iv.

6. State your views on how to improve the performance ofpupils in UPEschools

7. Incase you hear that 70% ofthe students in UPE schools have failed the PLE exams,

What would you say?

a) They were not well taught

b) Exams were difficult

c) All the above

d) Otherfactorsresponsible

e) Lack ofparent involvement

37

Appendix (iv): Questionnaire for the Head Teachers


School .............. totals enrolment (2008) teacher/pupil ratio

Number of learners in your class

Boys

Girls

I. Which class (in terms of economic status) do majority of tour learners come from?

a) Upper class

b) Middle class

c) Lower class

d) Below poverty line

2. How many children were enrolled in your school in the following years?

2004

2005

2006

2007

2008

3. Incase you hear that 70% of the students in F.P.E schools have failed the K.C,P.E exams,

What would you say?

Q They were not well taught

g) Exams were difficult

h) All the above

i) Other factors responsible

j) Lack of parent involvement

4. a) Is there any relationship between the social economic status of the parents and academic

performance of the students in F.P.E schools?

Yes/No

b) Give reasons for your answer

above

5. What would you like the government to assist you in to improve the quality of academic

performance of the students.

i)

ii) iii)...

iv

6. State your views on how to improve the performance of pupils in F.P.E

schools

7. How many students passed in the following grades?

Grade 2002 2003 2004 2005 2006 2007

1st

2~3rd

4th

Failed

Total

8. Do parents support their children to meet academic needs?

Majority

-3

Average

Very few do so

9. What do you think should be done in order to improve the quality ofF.P.E schools?

40

Appendix (v): Questionnaire for the inspectors

Instructions (Tick or till in the blank spaces)

Name of the inspector

Sex: Male/Female

1. How many times do you inspect the school in a year9

b) Are you satisfied with teachers work in your jurisdiction of work?

Yes/No

2. What are the causes of poor performance in F.P.E?

3. a) Is there any relationship between the introduction of Free Primary Education and

academic performance of the students in F,P.E schools?

Yes/No

b) Give reasons for your answer

above

4. What percentage of parents gets involved in their students work?

5. State your views on how to improve the performance of pupils in F.P.E

schools

41

6. How many candidates passed in the following grades in your division?

7. What do you think should be done in order to improve the quality of F.P.E schools?

42

Kam~)aJa International University~I-~ I~ lnstj(~1t0 of Open and Distance Lea tningP0 Box 20000 kansanga ~arnpala Uganda

~ 256 41 373 498/ 256 41 373 889 (Ug) 254 20246275 (Ke)e~majl: Tel: 0753142725-~-~ftce ~the Director

2 :\pr~ 2O0~

~ONCJ~I~~i:

Dear Sir/Madan~

RE: INTRODUCTION LETTER FOR MS/MRS,MR

The above named is Our student in the institute of Open and Distance Learni1~g (TODL),pursuing a Dip1on~!Bache1ors degree in Education

He/she wishes to ca~v out a research in your Organjza~j0~ on:

The research is a requirem~~~ for the Award of a Dipioma/Bachelors d~g:~e E~cation

~: ;~~~0rded to him/hcr regarding research ~ll1 b~ high1~ apprecia cc

Yo~ Fai~t~u1iy, ~

~‘ftJHWE~Zi~joSEpH,

J

I;

By Musembi Angeline Kiloko BE /8939/51IDF

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