Performance In Public Primary Schools Research Articles

Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County

The significance of class resources regarding primary schools' academic performance cannot be understated. However, the performance of pupils has persistently remained dismal and continues to be on a downward trajectory. Despite the government's concerted efforts to improve conditions in classrooms, furniture, playgrounds, and libraries through initiatives such as the Constituency Development Fund (CDF), how physical resources influence academic performance is yet to be determined. This study aimed to evaluate the influence of class resources on academic performances in public primary schools in Belgut sub-county, Kericho County, Kenya. The production function theory guided the study. The study utilised a descriptive research design. The accessible population comprised 931 individuals, including one sub-county education director, 84 head teachers, and 846 teachers. The sample size was 272 teachers, 84 head teachers, and the sub-county director of education. Teachers were picked using simple random while the head teacher and sub-county director of education were purposefully chosen. The primary data collection methods were structured questionnaires. The qualitative data obtained through interviews was examined using a content analysis approach to identify the underlying meanings and implications expressed by the respondents. The quantitative data was coded, cleaned, and analysed using the Statistical Package for Social Science (SPSS version 24) to produce descriptive statistics. The results show that classrooms impact not only the pupils who use them but also the teachers who wish to improve their skills. The findings indicate that for pupils and teachers to improve their skills and academic performance, the class features must be well managed, developed and maintained so as to use them to the maximum and optimum results. The researcher recommended that stakeholders work together to ensure adequate physical resources are available in schools. Furthermore, there is a need for ICT infrastructure integration to reduce the requirement for class facilities; school administration must ensure that the available class resources are properly utilised through proper management and replacement of outmoded equipment

Influence Of Provision Of Incentives By Head Teachers On Teachers’ Work Performance In Public Primary Schools In Nakuru County, Kenya

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the country's school systems. One of the instructional leadership practices that can be adopted by headteachers is the provision of incentives to teachers. The purpose of this study was to determine the influence of provision of incentives by the head teachers on teachers’ work performance in public primary schools in Nakuru County, Kenya. Hallinger and Murphy's (1985) Model of Instructional Leadership and Campbell et al.'s (1993) Theory of Job Performance informed the study. The study used mixed methods research approach, and adopted the convergent parallel design. The study used both quantitative and qualitative research methods simultaneously to collect and analyze data from a target population of 57,800 pupils, 7,741 teachers, and 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs). A sample of 68 primary schools were selected for the study using cluster sampling. From these sampled schools 60 pupils and 329 teachers were selected through simple random sampling. Purposive sampling was also used to select 68 head teachers and 9 QASOs. The research instruments used were a focus group discussion guide, questionnaire, interview schedule, and document analysis checklist. A pilot study was conducted in 7 public primary schools in Baringo County with a sample size of 35 teachers. Descriptive and inferential statistics specifically frequency counts, percentages, Spearman rank correlation, and regression analysis, were used to analyze the quantitative data. Qualitative dat was analysed using textual analysis approach. The hypothesis was tested at a significance level of 0.05 using Statistical Package for Social Sciences (SPSS) version 25. The findings were presented as frequencies and percentages using tables. Qualitative data was analyzed thematically and presented in narrative forms. The study established that provision of incentives by the head teachers had a statistically significant positive influence on teachers’ work performance in public primary schools in Nakuru County. The study highlights the importance of teachers' work performance for overall school outcomes, providing valuable knowledge for head teachers and education stakeholders to focus on initiatives for provision of incentives for teachers and policies that support such initiatives. This will create an enabling environment for maximizing teachers' efficiency and effectiveness, leading to improved pupil performance in KCPE examinations in public primary schools. 
 
 

Contribution of School Feeding Program on Learners’ Academic Performance in Public Primary Schools in Rwanda

Contribution of School Feeding Program on Learners’ Academic Performance in Public Primary Schools in Rwanda

The Effects of School Quality Assurance on Teachers’ Performance in Public Primary Schools in Iringa District, Tanzania

The study focused on the district of Iringa, Tanzania of school quality assurance (SQA) on teachers’ performance in public primary schools in Iringa, Tanzania. The research used a qualitative approach, hence, purposive and snowball sampling technique employed to acquire the required data. Targeted populations involved the Quality Assurance Officer, public primary school teachers, district education officer, academic teachers and head teachers. Moreover, data were collected through interview and focus group discussion and data were analysed thematically with direct quotation. Arguably, SQA involves systematic monitoring and review of education programs to maintain and improve the quality, equity and efficiency. For teachers, SQA is believed to improve their work performance and professional growth and therefore positively influence the teaching and learning processes. For instance, studies have also shown that SQA activities help teachers to attend school and classes, improve their school curriculum delivery as well as classroom management skills. The findings showed that SQA helped schools to improve and was effective in different aspects such as; teachers’ classroom assessment, discussion with teachers after classroom assessments, providing classroom assessment reports, advising higher authorities on issues related to school improvement as well as strengthening internal SQA.

Parental Involvement and Learners’ Academic Performance in Public Primary Schools in Kesses Sub County, Uasin Gishu County, Kenya

Parental involvement in a learner’s life begins during conception, birth and throughout the childhood development of an individual. Parental involvement extends into early life, where oral and cognitive skills are inculcated in readiness for academic life. Further parental involvement is linked to the academic progress of a learner through engagement in diverse activities such as assisting the learners in undertaking assignments, attending the learner’s school mentorship programs, connecting between teachers and learners, and attending teacher-parent meetings. The study investigated the influence of parental communication on learners’ academic performance in public primary schools in Kesses Sub-County, Usain, Gishu, Kenya. The study was anchored on Epstein’s (2018) six-type learning model and adopted a descriptive survey research design. The study moreover targeted a population of 85 head teachers, 425 teachers and 850 parents within 85 public schools in Kesses. Respondents were selected through purposive sampling in the case of head teachers and adopted simple random stratified sampling in selecting 137 teachers and parents. Questionnaires were deployed to draw data from the respondents and establish the reliability of the test instrument. Data was analysed, and meaningful interpretations and presentations were inferred through statistical tests of descriptive statistics (mean, standard deviation) and inferential statistics (ANOVA, Pearson’s Correlations Coefficient and Linear regressions using SPSS Version 26. Findings from the analysed data established that parental communication significantly affects academic performance with sig levels α < 0.05. The study recommends that education policymakers should enhance communication infrastructure to support learning in schools and ensure that parents are sensitised to the need for enhanced parental occupations and the benefits of having positive desires towards a learners’ academic journey

Evidence that Feedback Appraisal is Implemented to Improve Teacher Performance in Public Primary Schools in Iganga District

This study ascertained implementation of feedback appraisal to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 396 including 317 teachers and 79 head teachers obtained using stratified, purposive, and simple random sampling techniques. A questionnaire and an interview guide were used to collect data. Qualitative data was coded, analyzed, and arranged verbatim. Items for each of the aspects of appraisal by feedback were presented using means and standard deviation. Later, the relationship between appraisal by feedback and teacher performance was performed using the Pearson Correlation Model. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. Differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on the results, there are no statistical indicators for the implementation of appraisal by feedback to improve teacher performance in public primary schools, was thus refuted. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher's presence in schools should be increased, and the ministry of education should invest more money in school inspections.

Signs that Differentiated Supervision is Implemented to Improve Teacher Performance in Public Primary Schools in Iganga District

The current study ascertained signs that differentiated supervision is implemented to improve teacher performance in public primary schools in Iganga District. A descriptive cross-sectional design was used on a sample of 481 respondents selected using stratified, purposive, and simple random sampling techniques. A questionnaire and interview guide were used to collect data. Mean and standard deviations were used to rate the items while the relationship between differentiated supervision appraisal and teacher performance was tested using correlation and regression analyses. A regression analysis was performed to respond to each of the hypotheses using a p-value of 0.05. According to findings, differentiated supervision positively predicts teacher performance (B = 0.040; p =.405>0.05). Based on these results, therefore, there is no statistically significant evidence of differentiated supervision is implemented to improve teacher performance in public primary schools. Conclusively, performance appraisal is used in public primary schools in Iganga District but have a marginal impact on teacher performance. The district reports, which indicate that performance appraisal informs excellence in teacher performance, were not the case in public primary schools given the weak coefficients. It was recommended that teachers need to develop a love for the profession, the head teacher's presence in schools should be increased, and the ministry of education should invest more money in school inspections.

The association between child abuse and poor academic performance in public primary schools in urban Sudan

IntroductionChild abuse, sometimes referred to as child abuse and neglect, includes all forms of physical and emotional ill-treatment, sexual abuse, neglect, and exploitation that results in actual or potential harm to the child’s health, development or dignity. Child abuse with all its forms is under reported globally in developed and developing countries. The extent of the problem is difficult to ascertain since most of the victims remain silent thus, assessing its prevalence and effects on children is crucial.ObjectivesTo assess the association between child abuse with poor school performance considering related variables including family instability, home environment, and school environment.MethodsThis study included 504 participants: 168 cases and 336 controls. Controls were matched for age and gender. Both groups were tested for marital or family instability, home environment, school environment, peer and teacher maltreatment using bi-variate analysis. Test of significance of the result was estimated by confidence interval. Quantification of each factor effect and the interrelationships between all factors that affect academic performance was calculated using multivariate analysis by multiple logistic regressions.ResultsAfter controlling for confounding factors using a multivariate analysis model, the following was found: a significant increase in the risk of poor academic performance in children who were subjected to maternal physical neglect compared with children who were not (OR= 3.106: CI 95%=1.875-5.147), and in children subjected to maternal emotional neglect compared with children who were not (OR= 1.968: CI 95% = 1.200- 3.226). No association was found between maternal emotional/verbal or physical abuse and poor academic performance.There is a significant increase in the risk of poor academic performance in children subjected to paternal emotional verbal abuse compared with children who were not (OR= 4.534: CI 95% = 1.833 - 11.214), but the result illustrated no association between paternal physical abuse and poor academic performance.ConclusionsThe risk of poor academic performance is significantly higher in children exposed to frequent parental conflicts or physical abuse from teachers compared with children who were not. There is a significant increase in the risk of poor academic performance in children who experienced maternal physical and emotional neglect and paternal emotional/ verbal abuse. Higher levels of parental education, feeling safe at home, and feeling happy may be protective factors.Disclosure of InterestNone Declared

Work Environment and Teachers’ Job Performance in Public Primary Schools in Ondo State Nigeria

The apparent indiscipline and low quality education in primary schools calls for a serious concern. It is observed that teachers are not performing their duties as expected and this could be as a result of perceived poor work environment hindering effective performance of teachers’ duties. Therefore, this study examined work environment and teachers’ job performance in public primary schools in Ondo State, Nigeria. The descriptive research design of the survey type was employed. The sample consisted of 120 teachers and 20 head teachers randomly selected from 20 public primary schools in Akoko South West Local Government Area of Ondo State. Two researcher-made questionnaires entitled “Work Environment Questionnaire (WEQ)” and “Teachers’ Job Performance Questionnaire (TJPQ)” were used to elicit response from the respondents. The test re-test method was used to test the reliability of WEQ and TJPQ which yielded coefficients of 0.89 and 0.77 respectively. Four research questions were raised and answered using frequency counts, percentage, and mean, while three hypotheses were formulated and tested at 0.05 level of significance using Pearson Product Moment Correlation. The findings revealed that school location was moderately conducive for teachers’ work; the level of interpersonal relationship among teachers was high and the provision of physical facilities was moderate. The findings also revealed that there was significant relationship between school location and teachers’ job performance (r = 0.310, p = 0.001); and there was significant relationship between provision of physical facilities and teachers’ job performance (r = 0.578, p = 0.000). The study therefore concluded that work environment enhanced job performance of the teachers. Based on the findings and conclusion, it was recommended that physical facilities such as conducive office space, potable water and constant electricity should be provided to aid teachers’ job performance

Provision of Professional Development Opportunities by the Head Teachers and its Influence on Teachers’ Work Performance in Public Primary Schools in Nakuru County, Kenya

The effectiveness of school systems and learners’ academic performance in Kenya relies heavily on head teachers’ instructional leadership practices and teachers’ work performance, raising the need for suitable instructional leadership practices to achieve the desired quality of education outlined in Vision 2030 and the fourth Sustainable Development Goal. However, recent reports highlight concerns about teachers’ work performance, especially regarding their classroom pedagogical knowledge, skills, and practices. The purpose of the study was to assess the influence of provision of professional development opportunities by the head teachers on teachers’ work performance in public primary schools in Nakuru County, Kenya. Hallinger and Murphy’s (1985) Model of Instructional Leadership and Campbell et al.’s (1993) Theory of Job Performance informed the study. The study employed a mixed methods approach with the convergent parallel design, collecting both quantitative and qualitative data from 466 respondents in 68 primary schools. The sample included 60 pupils, 329 teachers, 68 head teachers, and 9 Quality Assurance and Standards Officers (QASOs). Data were gathered through questionnaires, interviews, focus group discussions, and document analysis. Statistical analyses in SPSS version 25 included descriptive statistics, percentages, Spearman rank correlation, and regression analysis. The results show that the provision of professional development by head teachers had no significant influence on teachers’ work performance in public primary schools in Nakuru County.The study concluded that teachers’ work performance was critical for the overall school outcomes. The study recommends that head teachers should implement internal professional development programs, considering key procedures like identifying teachers’ training needs for instructional improvement, encouraging in-service training, providing guidance on performance gaps, organizing peer coaching, and promoting further studies for career advancement.

Instructional Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty, Luweero District

The study focused on Instruction Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty in Luweero District. The objectives were: to examine the level of instructional supervision practices, to establish the level of teachers’ performance, and to examine the relationship between instructional supervision practices and teachers’ performance in selected primary schools in Bamunanika County, Luweero District. There was a high level of instructional supervision practices in selected primary schools in Bamunanika County, Luweero District as indicated with a grand mean of 3.45 and standard deviation of 1.018. A moderate level of teachers’ performance was found in selected primary schools in Bamunanika County, with a grand mean of 3.32 and standard deviation of 1.060. There is a relationship between instructional supervision practices and teacher’s performance in selected primary schools in Bamunanika County with r= 0.412 and p. value 0.000. The study hypothesized that there is no significant relationship between instructional supervision practices and teacher’s performance in selected primary schools in Bamunanika County, Luweero District. The study was based on descriptive and correlation research designs; data was gathered from 195 teachers using a self-administered questionnaire and 52 head teachers and Heads of Department were interviewed. The researcher recommended that: school administrators in public primary schools should ensure that they provide instructional supervision practices of lesson plan preparation, use of teaching –learning and class management. School administrators and teachers should work together to ensure high teacher performance in different areas where it was found to be weak or low.

Influence of Peer Factor on Pupils’ Academic Performance in Public Primary Schools in Tindiret Sub-County, Nandi County, Kenya

The study determined the influence of peer factors on pupils’ academic performance in public primary schools in Tindiret Sub-County. The research was a descriptive survey design. The study targeted 100 public primary schools with target respondents 500 teachers from these 100 public primary schools. The study utilised a simple random sampling technique for teachers while head teachers and civil society organisations stratified sampling was used. A structured questionnaire was used as a data collection tool. Data was analysed using SPSS version 23 and results were expressed by descriptive statistical data, which included mean and standard deviation. In addition, a correlation analysis was computed to check on the association between peer factors and academic performance. The study found that there was a significant correlation between peer pressure and parental financial status on the academic performance of public in public primary schools in Tindiret Sub-County, Nandi County with p = 0.000. When a low-performing student interacts with a high-performing peer, their performance improves significantly. The study recommends that the ministry of education should ensure that trained counsellors are stationed in all schools and institutions to provide counselling services to schools

Effects of Class Repetition on Pupils' Academic Performance in Public Primary Schools in Alego Usonga Sub-County, Kenya

Effects of Class Repetition on Pupils' Academic Performance in Public Primary Schools in Alego Usonga Sub-County, Kenya

Parental Background and Academic Performance of Primary School Pupils in Maru Local Government

The purpose of the study is to investigate the Parental Background influencing Primary School Pupils Academic Performance in Maru Local Government Education Authority Zamfara State-Nigeria. The objectives of the Study are therefore to establish the parental economic factors and parental educational background influencing academic performance in public primary schools in Maru Local Government Education Authority. A descriptive survey research design was used in the study. The target population was 148 public primary school of Maru Local Government. Ten 10 primary school were purposively selected from total population. Validity of the instrument: face and content validity were validated by some experts, including one in test and measurement all from the faculty of education and extension service Usmanu Danfodiyo University Sokoto. To ascertain the reliability of the instrument, a test and retest was carried out in 2 schools out of the sample with an intervals of two weeks after which the two scores was compared using Pearson product moment correlation formula and the reliability index of 0.824 was obtained which indicate the agreement of the 2 test was good enough for usage. Study, indicated that many parents do not play their roles in terms of their children’s education as evidenced by low motivation, and parentsalso do not follow their children’s academic success. It was recommended that parents should discourage absenteeism of pupils in the school. Parent should devote more of their time to the upbringing of their children by providing academic materials.

The relationship between head teachers' classroom observation and academic Performance of primary schools in Mwingi central Sub County,Kitui County,Kenya

The study sought to investigate the relationship between head teachers’ supervision practices and academic performance in public primary schools of Mwingi Central Sub County, Kitui County, Kenya. Statement of the problem, poor academic performance in Public primary schools in Mwingi central Sub County where schools were registering low academic performance compared to other Sub counties. The specific objectives that guided the study was, to assess the influence of head teachers’ classroom observation on academic performance in public primary schools in Mwingi Central Sub-County. Literature was obtained from various books, study journals, articles and reports from both electronic and print media. The study applied the concurrent triangulation research design .The target population was 1368 ,From the three zones simple random sampling were applied in selecting 6 head teachers and 61 teachers. The study utilized questionnaires as data gathering tools where test -retest technique was used to test reliability of the research instruments and the Pearson product movement correlation Findings were analyzed using descriptive statistical methods. The findings revealed that classroom observation practices by the head teachers were not taken seriously. From the study findings the study suggests the following; the ministry of education (MOE) and the Teachers Service Commission (TSC) to employ strategies that are aimed at balancing the head teachers’ core functions to ensure that they have sufficient time for conducting instructional supervision practices. Also head teachers needs to play a mix between hands-on and delegated approaches of carrying out classroom supervision practices. CQASO should implement mechanisms to ensure that there is effective coordination in ensuring that classroom observations is done frequently to help in bridging the gaps that occur as a result of head teachers’ laxity.

Head Teachers’ Socio-Demographic Factors Influencing Job Performance in Public Primary Schools in Suba South Sub – County Homa, Kenya

Administrators, including all head teachers, are expected to achieve organizational goals through efficient job performance. The purpose of the study was to establish the personal factors influencing head teachers’ job performance in public primary schools. The study adopted a mixed method approach with a descriptive survey research design. . The study sample was selected by saturated sampling. Findings indicate that a combination of personal factors influence different aspects job performance. Age of head teachers alone was not a significant factor influencing maintenance of school physical infrastructure, management of school finances, and effectiveness in curriculum supervision. Gender of the head teachers was also not seen as being key in influencing job performance of head teachers while the level of education was significant in influencing of maintenance of school physical infrastructure, management of school finances, and effectiveness in curriculum supervision. It is recommended that the level of educational attainment of a head teacher in considering promotion of primary teachers to headship. Further, consistent on job training and good remuneration package of head teachers should be considered as a motivating factor in job performance Key words: Job performance, personal factors, management, Gender, Productivity DOI: 10.7176/JEP/13-18-16 Publication date: June 30 th 2022

Influence of Head teachers’ Instructional Supervision Practices on Teachers’ Classroom Performance in Rwanda

The school head teachers are responsible to make effective instructional supervision for the purpose of enhancing performance of both teachers and school in general. The purpose of this study was therefore to examine the influence of head teachers’ instructional supervision practices on teachers’ performance in public primary schools in Gasabo district-Rwanda. The target population was 289 respondents. A sample size of 168 obtained using Yamane formula was used in the study. Interview guide and questionnaire were used as data collection instruments. Correlation research design was employed. The findings revealed there is a significance high degree of positive correlation between head teachers’ instructional supervision and teachers’ performance where Pearson coefficient (r) was 0.913 with the p-value=0.000<0.01. The study concluded that checking teaching methods, checking the availability and use of pedagogical documents and providing pedagogical guidance can improve teachers' classroom performance. The study recommended the ministry of education should provide head teachers with instructional supervision training in public primary schools in Rwanda to improve teachers' performance. Educational planners should make an effective setup to enhance teachers' performance to make up for effective instructional supervision implementation in Rwanda's public primary schools. School head teachers should carry out regular supervision to improve teachers' performance and ensure that teachers effectively use instructional materials. Keywords: Head teacher, instruction supervision, classroom performance, teacher performance

AN EXAMINATION OF THE IMPACT OF TEACHER FACTORS ON MATHEMATICS PERFORMANCE OF LEARNERS WITH DYSCALCULIA IN PUBLIC PRIMARY SCHOOLS IN STAREHE SUB-COUNTY, NAIROBI CITY COUNTY, KENYA

The purpose of this study was to examine the impact of teacher factors on the Mathematics performance of learners with dyscalculia in public primary schools in Starehe Sub-county, Nairobi City County. The study was guided by the social development theory of learning by Vygotsky (1978). The study was a mixed-method research applying a descriptive survey design. The target population was class seven pupils and their Mathematics teachers in 4 public primary schools in Starehe Sub-county. A sample size of 42 class seven pupils and 8 class seven Mathematics teachers were used. The purposive sampling technique was used to select teachers where only Mathematics teachers for class seven were sampled. A simple random sampling technique was used to select the learners. Data from the teachers was collected using a questionnaire. On the other hand, data from the pupils was collected using the Dyscalculia Screening Tool (Wechsler Intelligence Scale for Children - WSIC III). School records were also examined to assess pupils’ Mathematics performance. Quantitative data were analyzed through descriptive statistics of frequencies, percentages and mean with the help of the Statistical Package for Social Sciences (SPSS). Qualitative data was analyzed by organizing it into themes corresponding to the study objectives and used to enhance the quantitative findings. Findings indicated that most teachers had a strong positive attitude towards Mathematics and their teaching profession in general which on stood at a mean of 4.4 on a scale of 5. Concerning the effect of the different teacher factors assessed on pupils’ Mathematics performance, teachers’ attitude had the highest mean (4.9) followed by teachers’ workload (mean = 4.8) and teaching experience (mean = 4.5). The study concludes that although the majority of the Mathematics teachers in public schools in the sub-county have vast teaching experience, few have acquired formal training in special needs education. Overall, teachers’ factors greatly affect pupils’ Mathematics performance in public primary schools. Teachers’ academic qualifications also affect the pupils’ Mathematics performance but to a lesser extent compared to teachers’ attitude, teachers’ workload and teaching experience. The study recommended that the government, through the Ministry of Education, need to consider organizing in-service training for primary school teachers with Mathematics learning disabilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0929/a.php" alt="Hit counter" /></p>

Influence of Resources on Academic Performance in Public Primary Schools in Manga Sub-County, Nyamira County, Kenya

The study aimed at establishing the influence of physical resources, instructional resources, human resources on academic performance in public primary schools in Manga sub-county. The study employed a descriptive survey research design with a target population of 64 head teachers, 64 deputy head teachers and 475 assistant teachers and 1 DQASO. The study will help education stake holders in terms of policy formulation concerning adequacy of resources versus academic performance in public primary schools. DOI: 10.7176/JEP/13-4-04 Publication date: February 28 th 2022

School Environmental Factors Influencing Female Pupils Academic Performance in Public Primary Schools in Iringa Municipality

This study intended to explore the school environmental factors influencing female pupils’ academic performance in public primary schools at Iringa Municipality. A cross-sectional study design was used where structured questionnaire using open and closed ended questionnaire as well as interviews to participants were used to collect primary information from 123 girls’ pupils and 36 key informants from seven selected public primary schools. Data analysis was done through descriptive statistics (SPSS). The study findings revealed that harsh environmental factors contributing to poor academic performance through sexual harassment by pest teachers, longer distance of a female pupils form schools that affect pupils attendance and drop out, Shortage of teaching and learning resources as well as facilities i.e. text books, library and shortage of latrines while teaching and learning it is difficult for them to deriver pedagogical principal of teaching following large class size 68-80, and the bias attitude of the teacher towards subject matter that girls are always do performs poor in science subjects than boys. Finally, the study recommends that the government should build hostels for standard six and seven female pupils for solving the issue of long distance and drop out. Good and enough latrines should be built for girls and boys. Teachers should be well trained in order to handle girls well and also government should organize regular workshops for teachers. Either girls pupils should all the time helped by both male and female teachers in their problems and academic matters openly to avoid bias and mistrust among male teachers.