Kenya Certificate Of Primary Education Research Articles

Education Management Information System and Tracking of Students’ Records in Selected Public Secondary Schools in Turbo Sub-County, Kenya

This study sought to assess the role of the education management information system in the tracking of students’ records in selected public secondary schools in Turbo sub-County, Kenya. In most secondary schools that are public in Kenya the tracking of students’ records has been a challenge. EMIS has ensured that all the information about the school and the students is well recorded and kept so that it can be accessible to all at any given time. The study was guided by the research question: How does the Education Management Information System help in the tracking of students’ records in selected secondary schools? The cross-sectional survey design was used in the study. The researcher used a simple random sampling technique and proportion stratified random sampling technique to select a total of 594 participants for the study. The data collection instruments were structured questionnaires and interview schedules. The subject matter experts reviewed face and content validity. The split-half reliability formula was used and a coefficient of 0.9 was obtained which suggests that the items had relatively high internal consistency. Descriptive statistics such as frequency distribution and percentages were used to summarize the data. The findings revealed that students were classified according to streams, admission numbers, performance in the Kenya Certificate of Primary Education and gender during the admission day. The students received end-of-term results in different ways which included manually, Zeraki, Short Message Services and WhatsApp. The findings revealed that EMIS was used to track records and send the academic results of the learners to their parents. It was therefore concluded that the schools use different ways to track and classify the students regarding their data in EMIS. The outcome of the examinations of the learners is given through the progress reports in EMIS. The study recommended that the principals should track and classify the new form one students according to the time and date that they report to the secondary schools. This will guarantee that the student's information is captured accordingly to enhance an accurate collection of the learners’ details. This will in turn facilitate the easy identification of students who require special needs. The students’ results should be electronically sent directly to their parents and guardians while the students given their feedback manually. Keywords: Education Management Information System, Management, Records, Tracking. DOI: 10.7176/JEP/13-17-06 Publication date: June 30 th 2022

Islamic Integrated Schools: Enhancing Access and Quality in Garissa County-Kenya

This article discusses the role of Islamic Integrated schools in enhancing access to schooling and quality education in Garissa. The article is sub-divided into three parts. Part one, presents the role of Islamic Integrated Schools in enhancing access to formal education, whereby, a brief analysis is made on how the schools have improved access to education in Garissa County. It also discusses the role of Islamic Integrated Schools in improving the performance in the national examination. This part examines the mean scores attained by the selected Islamic integrated schools showing their position in the Kenya Certificate of Primary Education (KCPE) visa- a-vie the public schools between 2008 and 2014. The impacts of the schools’ performance on the overall KCPE performance of Garissa are also analysed. Finally, the article discusses the role of the schools in changing Garissa community’s perception toward formal education. This perception is observed through parents’ contribution toward their children education in Islamic Integrated Schools.

Parental Motivation as a Predictor of Academic Performance of Primary School Pupils in Migori County, Kenya

Involvement of parents in their children’s academic performance is supported globally. Both the intrinsic and the extrinsic motivation play a vital role in the learners’ academic excellence. While academic performance is assessed through classwork, course work and other types of assessment, excellent and poor academic performance is associated with a number of factors such as learner’s cognitive abilities and parental involvement. In Kenya underperformance is associated with a number of factors for example understaffing and inadequate learning resources. In Migori County the average mean score between 2017 and 2019 in Kenya Certificate of Primary Education is 245.54 (49.11%). The purpose of the study was to examine parental motivation as a predictor of academic performance of primary school pupils in Migori County, Kenya. The objective of the study was to determine the extent to which parental motivation predicts academic performance. The study was anchored on achievement motivation theory, social learning theory and a conceptual framework showing the relationship of the variables. Explanatory sequential mixed research design was adopted. Population of the study comprised 570 teachers, 30,600 standard eight pupils, 30600 parents and one director of education. Sample size was 481 of which 60 were teachers, 380 standard eight pupils, 40 parents and one county director of education. Purposive sampling was used to select pupils and the director of education. Stratified random sampling and simple random sampling techniques were used to select 190 boys and 190 girls; 30 male and 30 female teachers. Cluster sampling was used to classify sub-counties. Questionnaire, interview schedules, focus group discussion and document analysis guide were employed to collect data . A pilot study was conducted among 10 teachers, 40 pupils and one director of education. Split-half method was used to determine the reliability of research instruments and their index was 0.823 for teachers and 0.786 for pupils. Content and construct validity were ascertained by the supervisors. Quantitative data was analysed using Pearson's product moment correlation coefficient and regression. The data was also presented using descriptive statistics such as frequency counts, percentages and means. Qualitative data was reported as themes and subthemes. The results showed that parental motivation predictor variable, related linearly to academic performance response variable. This relationship was found to be statistically significant at p-value = 0.002, < 0.05 . The study concluded that parental motivation based on provisions to support the pupils in their education, encouragement through praise and appreciation when pupils perform better in examinations and rewards such as material gifts improves academic performance. It was recommended that parents should visit schools to check on pupils’ progress. Besides, they should attend school annual meetings.

Villain or scapegoat? Elephants and academic achievement of pupils and schools in Trans Mara District, Kenya

AbstractImproving human capital through quality education remains a global and national priority, particularly for developing countries. Academic performance is the standard indicator of a successful acquisition of the knowledge, skills, and attitudes for improving human capital. However, recent data, particularly in wildlife areas shows that pupils often perform poorly on academic tests in low‐income countries. This study aims to determine the impact of elephants on academic performance in Trans Mara District, Kenya. We use data from 137 schools and 749 pupils who wrote the Kenya Certificate of Primary Education between 2010 and 2014, and 15 key informants. We used descriptive statistics to analyze and interpret our data. Results show that locating a school outside the elephant range positively contributed to higher mean scores compared to ethnicity, pupil–teacher ratio and gender. Whereas day facilities only strongly contributed to lower scores compared to examination entry, age of the pupil, and ethnicity. The study places elephants on both ends of the villain‐scapegoat continuum since their presence alone does not make a major contribution to poor academic performance in the Trans Mara District. We recommend providing cheaper and accessible transport to pupils, expanding both day and boarding facilities, establishing additional schools closer to pupils within elephant range to reduce the distances to school. These initiatives must be linked to the conservation of elephants as a suit of direct incentives for coexisting with elephants.

ASSESSMENT OF CHALLENGES AFFECTING GIRL CHILD ACADEMIC PERFORMANCE ON KENYA CERTIFICATE OF PRIMARY EDUCATION AT TURKWEL ZONE, TURKANA, KENYA

Education for the girl child among pastoralist groups still faces a large challenge in public primary schools despite the big enrollment in public primary schools following the launch of Free Primary Education in Kenya more than a decade ago. It has been cited that the academic performance of the girl child in public primary schools in Turkana County is generally low. The study sought to evaluate challenges affecting girl child on academic performance on Kenya Certificate of Primary Education at Turkwel Zone in Turkana. The study objective was: analyzing school physical facilities that influence on girls’ educational performance. The study was guided by Gender Relations Theory. Descriptive study design was used to recognize the objectives. The target population was all eighteen public primary schools inside the area, 268 magnificence eight girls, 270 Members of school BOM and eighty-two teachers. Research tools were questionnaires for head teachers, teachers and interview guides for Members of school BOM. Quantitative data were collected from the respondents had been cleaned and coded consistent with the various variables and prepared for computer evaluation the use of the Statistical Package for Social Sciences (SPSS). This was presented using tables and charts. Piloting was undertaken to check and enhance gadgets validity and reliability. The study established from the respondents comprising 62.3% that physical facilities stimulated the performance of the girl child to a tremendous amount. The study concluded that there was a tremendous relationship amongst school physical facilities and girl child academic overall performance. It was concluded that extra than 50% of girls in public primary schools at Turkwel Zone in Loima Sub-County did not have good enough sanitation centers to make certain that girls do now not leave out school which in turn affects their overall performance. The study concluded that teachers’ mindset closer to girls’ impacts girls’ educational overall performance. It was concluded that girls failed in subjects that teachers had a negative attitude towards them. It was additionally concluded that the constant provision of sanitary towels in primary schools has expanded well-known school attendance and girls’ academic performance. The study recommends that similar studies be carried out with a large population than the only included on this study in other Sub-counties of Turkana. Article visualizations:

IMPLICATIONS OF TEACHER PLANNING ON THE COMPETENCY OF UPPER PRIMARY SCHOOL LEARNERS IN COMPOSITION WRITING IN BOMET COUNTY IN KENYA

In Kenya, English language is a compulsory subject from primary school level of education. It is also a medium of instruction from upper primary school and beyond and an official language in the country. However, despite the position that English language (EL) holds, reports from the Kenya National Examination Council (KNEC) from the year 2014 to 2018 indicate that the performance in composition writing in Kenya's Certificate of Primary Education (KCPE), has been deteriorating. Teacher planning for instruction contributes to learner competency in language learning. This paper is a report of a study that examined the implications of teacher planning for instruction on competencies of upper primary school learners in composition writing in English language. The study was conducted in Bomet County, Kenya, in the year 2019 and was guided by Communicative Language Theory (CLT) advanced by Hymes and Wilkins. A mixed-methods approach was utilised and adopted a sequential mixed-method design. The respondents of the study consisted of teachers of English in upper primary classes in public schools. Data were collected using questionnaires, document analyses, and teachers' interviews. The findings revealed that teacher planning for instruction had great influence and statistical significance in contributing to learner competencies in composition writing (B= -.585, p˂ 0.05). Teachers prepared schemes of work frequently but did not frequently prepare lesson plans, and hardly prepared lesson notes. The study recommends that teachers of English should immediately allocate lessons to teach composition writing every week. They should also be consistent in the preparation and the effective use of professional documents for instruction. This study makes a significant contribution to the teaching of composition writing for learner competency in upper primary school nationally and globally. Article visualizations:

Effects of Reading Literacy Resources on Acquisition of English Language Skills among Grade One to Three Learners with Hearing Impairment in Western Kenya

Since the year 2016, the results of Kenya Certificate of Primary Education have shown that learners with hearing impairment in Western Kenya perform poorly in English Language. The results for 2016 showed that these learners scored a mean of 26.78 in 2016 and a mean of 25.98 in 2017. Scholars correlate under performance in languages with unavailability of early reading literacy resources. Children with hearing impairment need linguistically rich environments in order to acquire sign language. Acquisition of their first and second language affects their literacy development. This study was guided by the Krashen’s theory of second language acquisition developed. He postulates that the acquisition of a given language has to occur within some environment setting and in consonant with the social aspects of the human existence. The study sought to determine the effect of available professionally trained personnel on acquisition of English language skills among learners with hearing impairment in Western Kenya. The researcher used a mixed methods approach and Stratification to randomly sample 63 teachers of English language, 100 learners with HI, 9 head teachers, 4 county education officials and 24 non-teaching staff. Split-half split testing was used to test reliability while face and content validity of the research instruments was ensured by the supervisors. Data was collected using questionnaires, observation and interview schedules. It was analyzed both descriptively and inferentially and reports presented in narrative form. Results showed that over 53.3% (32 out of 60)respondents contended that teachers have not been effectively helping grade one to three learners with hearing impairment to develop English language skills reading using available literacy resources in western Kenya. The teaching staff had significant positive linear relationship of 18.9% (r = 0.189**, P<0.01) with acquisition of English language skills therefore significant low influence led to a conclusion that most teachers were not fully utilizing their acquired skills in instructing learners in schools for hearing impaired in special schools in Western Kenya. The researcher recommended that teachers in special schools in western Kenya should be encouraged to fully utilize their acquired skills to improve the learners’ literacy skills.

Implementation of Kenyan comprehensive school health program: improvement and association with students' academic attainment.

There is growing evidence supporting the effectiveness of a comprehensive school health program. However, implementation in developing countries is a challenge. Furthermore, the available information on the association between a comprehensive school health program and students' academic attainment is limited. In Kenya, a project to verify the effects of a comprehensive school health program was carried out in Mbita sub-county, Homa Bay County from September 2012 to August 2017. This study aimed to clarify the improvement of school health during the project years and the association between school health and students' academic attainment. Primary schools in Mbita sub-county were selected as study sites. We assessed 44 schools' scores on a school health checklist developed from the Kenyan Comprehensive School Health Program, the students' mean score on the Kenya Certificate of Primary Education (KCPE), and absenteeism during the project years (2013-16). The mean school health checklist score (n = 44 schools) was 135.6 in 2013, 169.9 in 2014, 158.2 in 2015 and 181.3 in 2016. The difference of the mean score between 2013 and 2016 was significant. In addition, correlation analysis showed a significant association between mean KCPE score in the project years and school health checklist score (Pearson's coefficient was 0.43, p = 0.004). The results of this study suggest improvements of school health by the implementation of the Kenyan Comprehensive School Health Program and students' academic attainment.

An Evaluation of the Kenya National Examinations Council’s Application of the Deterrence Mechanism in Combating Examination Malpractices among Teachers

In most world education systems, examination is the main tool used not only to assess and determine the learners’ progress to the next level of education, but also to evaluate teachers’ pedagogical competence by providing feedback to the teaching and learning process. Granted their significance in the education process, examination bodies ought to ensure that they are conducted honestly in order to serve their intended purpose. In Kenya, the Kenya National Examinations Council (KNEC) is the body that conducts national examinations in primary and secondary schools, and other tertiary institutions of education. It has hence formulated legislation to govern the conduct of the Kenya Certificate of Primary Education (KCPE) and the Kenya Certificate of Secondary School Education (KCSE) examinations. In order to enforce the said legislation, it institutes deterrent measures to safeguard the integrity of these examinations. Despite awareness of the established legislation and application of deterrent measures, some teachers indulge in examination malpractices. This scenario demonstrates the phenomenon of akrasia , the state of acting against one’s will. The effectiveness of the deterrence strategy in combating examination vices is hence questionable, necessitating the need to reconsider its application. This study recommends the use of the rational approach to inculcate examination integrity among teachers in order to overcome akratic tendencies and ultimately actualize their moral potentialities. Key Terms: Akrasia , Debate, Deterrence, Examination integrity, Kenya National Examinations Council, Rationalism DOI: 10.7176/JEP/11-6-17 Publication date: February 29 th 2020

Influence of Home and School Based Factors on Pupils Academic Performance at Kenya Certificate of Primary Education in Makadara Sub-County, Nairobi County

The aim of primary education is to provide education at the basic level of all ongoing primary school pupils. This study was carried out to investigate influence of home and school based factors on pupil’s academic performers at Kenya certificate of primary education in Makadara sub-county, Nairobi County. The study adopted the ex-post facto design which involved the studies that investigate possible causes and effects by observing an existing condition and searching back in time for possible causal factors. It involved testing out possible antecedents of events that had happened and cannot be manipulated by the investigator. The study sampled 240 teachers, 39 Parents Association members and 150 pupils from class 6 and 7. The data collection instruments comprised of questionnaires and interview guide. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences (SPSS). The analysis was both qualitative and quantitative. Quantitative analysis considered use of frequency counts and distribution, tabulation totals and calculation of percentages aimed at generating the data collected into meaningful groups and frequency tables for further analysis. Qualitative analysis involved the conclusions from the respondents’ opinions. The study established that most parents had a college educational level, majority of the teachers were female whereas majority of the students were males. It also established that parental level of income influenced pupils’ performance in KCPE at 60%s. Physical facilities and teaching and learning resources were also cited as factors that highly influence performances. The researcher recommended that the parents should provide a conducive learning environment at home to give the pupils ample time and space to study. Parents ought to strive to provide the basic required learning materials that are vital for a good performance in the KCPE exam irrespective of their level of income. The government should endeavor to allocate funds to be used for improving on the existing teaching and learning resources in public primary schools while adding more. The government should allocate enough funds that will enable provision of key physical learning facilities.

Government Expenditure and Quality of Education: A Case of Public Primary Schools in Kenya

Government allocation to primary education in Kenya has been provided since independence. The financing has been complemented by both community and household resources. The implementation of Free Primary Education (FPE) in 2003 increased enrolment to a Gross Enrolment Rate of 104 percent in 2003 from 92 percent in 2002 but stabilized at 104.2 percent in 2015. Class-pupil and teacher-pupil ratio increased to 45:1 and 56.6 between 2002/3 and 2012/3 respectively which compromised the quality of education and school effectiveness. This was due to teachers concentrating on the Kenya Certificate of Primary Education (KCPE) examinations results at the expense of skill acquisition in arithmetic and comprehension. The compromise produced biased KCPE results that could affect key policy decisions made based on the results. Despite increased enrolment that affected class-pupil and pupil-teacher ratio, 35 percent of households’ expenditure to education before FPE implementation was saved with the introduction of FPE. In the past, the measure of education quality has been KCPE results which were mostly biased. The KCPE results were low with FPE despite increased government expenditure on education. Although FPE benefits seemed high, questions on actual impact of government expenditure on overall school performance measured by education quality levels had not been addressed before, during and after the FPE implementation and they form the problem discussed in the study. Analysis results revealed that government expenditure had positive and statistically significant impact on enrolment and quality of education Coefficients for school characteristics such as number of classes, teachers, books and availability of toilets had positive and at least 95% - 99% statistical significance with government expenditure. Further, coefficients for class types and schools located in rural areas were found to affect enrolment at 99% statistical significance. Further, education quality was low in 2004 as compared to 2000 but improved in 2012 compared to 2004. Class-pupil & pupil–toilet ratio, distance from small town, dispensary, bookshop, and secondary school, as well as class type, contributed negatively to efficiency scores. Class-book ratio, government expenditure, playfield availability, and class numbers contributed to the inefficiency levels identified. On policy, it was clear that the government should increase expenditure on education which affected overall school performance in public primary schools. The expenditure should be increased towards quality classes and teachers who are high determinants of education quality.

Factors Influencing Pupils’ Performance in Mathematics at Kenya Certificate of Primary Education in Turkana Central Sub-County, Kenya

Factors Influencing Pupils’ Performance in Mathematics at Kenya Certificate of Primary Education in Turkana Central Sub-County, Kenya

Technology Trends for Spatial Data Infrastructure in Africa

Over the past few years, several technology trends, notably big data analytics, volunteered geographic information, cloud computing, free and open source software, internet of things, and linked data, have emerged. This study reviews the contribution of some of these trends to Spatial Data Infrastructure (SDI) development, particularly in Africa. A geospatial application based on Google Container Engine, an Infrastructure as a Service cloud, has been developed. Data was sourced from the 2015 Kenya Certificate of Primary Education, the Kenya school mapping project of 2007 from the Ministry of Education, Science and Technology, and Kenya's administrative boundary layers from the Independent and Electoral Boundaries Commission. By using the cloud, several operations and analyses typically common in SDIs were carried out. In addition, a cost estimate of a cloud-based Kenya National Spatial Data Infrastructure deployment is presented. Although the new technologies may not necessarily lead to wider SDI adoption, the study shows that the trends can increase the chances of SDI development and adoption, by permitting highly scalable geoservices, and facilitating cost-effective free and open source software.

Gender Differences in Predictive Validity of Kenyan Primary School Examinations in Secondary Schools

The purpose of this study was to determine gender differences in predictive validity of Kenya Certificate of Primary Education (KCPE) among secondary school students in Kisii central Sub-county, Kenya. The study adopted Correlational and Ex-post-facto research designs. The study population was 3897 Kenya Certificate of Secondary Education (KCSE) candidates from 55 public secondary schools. Stratified random and saturated sampling techniques were used to select 16 secondary schools and 1391 students. Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.675; n=607; p < 0.05) between KCPE and KCSE scores for male students and (r=0.710; n=784; p < 0.05) between KCPE and KCSE scores for female students. This was however not a statistically significant difference in correlation of KCSE and KCPE scores based on gender. The study concluded that KCPE scores is a good predictor of KCSE scores regardless of learners’ gender. It recommended that both male and female learners should be accorded equal encouragement to improve their academic outcomes.

EFFECTS OF DRUG AND SUBSTANCE ABUSE ON PRIMARY SCHOOL PUPILS’ ACADEMIC PERFORMANCE IN KAKUMA REFUGEE CAMP, TURKANA COUNTY, KENYA

This study investigated the effect of drug and substance abuse on primary school pupils’ academic performance in Kakuma refugee camp, Turkana County, Kenya. Specifically, the study sought to determine the extent of drug and substance abuse among pupils, establish whether peer influence led to drug and substance abuse among pupils and determine the influence of drug and substance abuse on pupils; academic performance. The study was guided by Albert Bandura’s social cognitive theory of 1986. The research used descriptive survey design and stratified sampling technique. The sample size compared 200 pupils, 20 guiding and counseling teachers, 10 headteachers and 1 education officer. The study used questionnaires to gather quantitative data which was analyzed using SPSS package and was thereafter presented in frequencies tables and graphs. On the other hand, qualitative data was solicited through focus discussion groups and was processed through content analysis and summarized in thematic areas. The findings indicated that alcohol was the commonly abused substance. The majority (65%) of teacher counselors stated that drug and substance abuse and was most commonly available at 55% among pupils who abused drugs and alcohol. As a result, most of the pupils (58.8%) expected to attain between 201-250 marks at Kenya Certificate of Primary Education in 2017. The prevalence of abuse of alcohol was at 55% followed by tobacco and bhang at 45% and 35% respectively. The results have further revealed that the causes of alcohol and drug abuse included peer pressure influence with (75%), idleness (65%), lack of parental guidance (40%), availability of drugs in schools (35%) and influence of extended family (25%).

INFLUENCE OF TEACHER PEDAGOGICAL COMPETENCIES ON PUPILS ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN KENYA

Teachers have important influence on learners’ academic achievement. However, Chepkorio division in Elgeyo Marakwet County has witnessed average results in academic performance in the Kenya Certificate of Primary Education (KCPE) examination. The study target population comprised of 521 teachers and 47 headteachers from Chepkorio Division. A sample size of 42 headteachers and 226 teachers were selected. The data was analysed both qualitatively and quantitatively using both descriptive and inferential statistics. It was found out that teachers utilised learner-centred approaches more as compared to teacher-centred ones; print media: textbooks and references books were commonly used as opposed to audio and video media in classrooms. The study recommends that; in-service training should be provided to teachers and head teachers should supervise teachers’ utilisation of various instructional resources in classrooms. Article visualizations:

Access, poverty and learning achievement for primary school leavers in Kenya: analysis of evidence from 47 counties

To what extent, if at all, did the introduction of free primary education in Kenya in 2003 have positive equity effects, in terms of both access and achievement. Access is based on the number of candidates sitting the Kenya Certificate of Primary Education (KCPE) examination and the KCPE score is used to measure achievement levels. The study uses data that reflects Kenya’s 47 devolved governance counties. A quantitative measure of poverty in all 47 counties was then entered as an independent variable of regression analysis, and a negative association with KCPE performance noted (high poverty levels associated with low KCPE scores). Also noted was a contrast between counties showing high enrolment impact and improved KCPE scores, and those showing high enrolment impact and lower KCPE scores. Counties in the former group are located almost entirely in arid and semi-arid areas, those in the latter group in the coastal region.

THE CONTRIBUTION OF PARENTAL SOCIO-ECONOMIC STATUS ON PUPILS' KCPE PERFORMANCE IN MWEA-EAST DISTRICT, KIRINYAGA COUNTY, KENYA

The purpose of this study was to investigate parental socio-economic contribution and its implications on pupils’ Kenya Certificate of Primary Education (KCPE) performance in primary schools in Murinduko Zone, Mwea-East District. The objectives of the study included: to find out the extent to which the parents' level of income affects pupils performance, to analyze the effects of parents' level of education on pupils' KCPE performance in Murinduko zone, to investigate the manner in which the parents' political involvement affects pupils' KCPE performance in Murinduko Zone. The study employed descriptive research design while stratified random sampling was used to collect data. The data collection instruments were questionnaires, interview schedules and observations. The data was analyzed qualitatively and quantitatively using SPSS statistical package. The study was modeled by Abraham Maslow's hierarchy of need theory. The study established that most of the learners hailed from poor backgrounds and hence affected the KCPE performance. Most of the parents had attained only the primary level of education and were primary school drop-outs. Political wrangles between parents and the administration also affected the performance of pupils. Child labour is very prevalent and had a very great influence in the KCPE performance where children are exposed to it in order to subsidize family income. The main recommendations include; the government should continue offering Free Primary Education (FPE) and increase funding for building facilities like computer laboratories and libraries, public private partnership should be encouraged to increase resources in the primary education sector, the government should also consider giving stipends to pupils in hard to reach areas such as those in slums and marginalized zones this area so as to reduce drop-out rates and boost participation rates, need to enact and enforce legislation so as to curb child labour. Article visualizations:

INFLUENCE OF PRIMARY HEADTEACHERS’ LEADERSHIP STYLES ON PUPILS’ ACADEMIC PERFORMANCE AT KENYA CERTIFICATE OF PRIMARY EDUCATION IN MBOONI DIVISION, MAKUENI COUNTY, KENYA

The thrust of this study is to examine the influence of head teachers’ leadership styles (autocratic, democratic & laissez- faire) on pupils’ academic performance at Kenya Certificate of Primary Education (KCPE) in Mbooni Division, in Makueni County, Kenya. This study is guided by four research objectives: i. Sought to establish the extent to which head teachers’ autocratic leadership style influence pupils’ performance at KCPE examinations. (ii) Examine whether Democratic and Autocratic leadership styles have different influences on pupils’ performance at KCPE examinations. iii. To determine whether laissez-faire, Democratic and Autocratic leadership styles have different influences on pupils’ performance at KCPE examinations. iv. Identify how many head teachers use each type of leadership style (Autocratic, Democratic and laissez-faire) respectively that influences pupils’ performance at KCPE examinations. The study targeted 63 public primary schools in the Division. A sample of 30 schools was selected using Stratified random sampling technique. The study employed descriptive research design. Questionnaires and Document Analyses were used to collect data for the study. Data was analyzed using descriptive and inferential statistics. In descriptive statistics, frequencies, percentages, means, variance, and standard deviations were calculated, and presented in tables and graphs. Pearson’s Product Moment Correlation of Coefficient was done testing at alpha value 0.05 and multiple regression analysis for Variance was used for research objectives one, two and three. Chi Square test was used on research question four. The study findings revealed that autocratic leadership style have significant influence of positive 0.16*, and is practiced by 5 out of 30 head teachers representing 16.7%. Majority of the head teachers’ 24 out of 30 practice democratic leadership style representing 80% with positive influence though not significant. Laissez faire is practiced by header teacher out of 30 representing 3.3% with a negative influence and not significant. Therefore, influence of head teachers’ leadership styles towards pupils’ KCPE performance contribute 22%. The remaining 78% which influence pupils’ academic performance at KCPE is not yet clear and are varied; this could be motivational levels of teachers and instructional materials among others which this study suggest for further research. This study recommends that, the Government of Kenya and MoE to restructure leadership courses in teacher training institutions to enhance the establishment of effective leadership practices among teacher trainees in the 21 st century schools’. Further, Kenya Education Management Institute (KEMI) to organize capacity building programs to empower practicing primary schools’ head teachers on the most effective leadership styles. Article visualizations:

A Hierarchical Linear Modelling of Teacher Effects on Academic Achievement in the Kenya Certificate of Primary Education Examination

The past five decades have seen rapid expansion in academic achievement surveys with mixed findings and interpretation. Utilizing the education production function models, the surveys sought to test whether school or teacher-level variables explain academic achievement variance to a greater extent than student-level variables. Within this framework, we modelled teacher-level predictors of academic achievement in the Kenya Certificate of Primary Education (KCPE) examination in Mumias and Kuria East Sub-Counties in Kenya. Using a three-level hierarchical linear model (with 1824 students at Level-1 nested within 305 teachers at Level-2 who were themselves nested within 61 schools at Level-3), the results suggest that adjusting for Level-1 and Level-3 covariates, teacher age, the number of short in-service courses attended by the teachers in their respective subject areas and the number of formal written tests in those respective academic subjects have statistically significant effect on student academic achievement in the Kenya Certificate of Primary Education Examination. Policy implications of these findings are discussed.