i

EFFECTS OF SOCIO-ECONOMIC FACTORS ON PUPILS

PERFORMANCE IN KENYA CERTIFICATE OF PRIMARY

EDUCATION IN CHUKA DIVISION, THARAKA-NITHI

COUNTY, KENYA

JACKSON MUCHUNKU

E55/CE/11131/2008

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL MANAGEMENT, POLICY AND CURRICULUM STUDIES

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD

OF MASTER OF EDUCATION ADMINISTRATION DEGREE OF

KENYATTA UNIVERSITY

NOVEMBER, 2014

ii

DECLARATION

This research project is my original work and has not been presented for a degree in

any other University.

JACKSON MUCHUNKU DATE

E55/CE/11131/2008

This project has been submitted for examination with our approval as University

supervisors.

DR. FLORENCE M. ITEGI DATE

Lecturer,

Department of Educational Management,

Policy and Curriculum Studies,

Kenyatta University

DR. FELICITA W. NJUGUNA DATE

Lecturer,

Department of Educational Management,

Policy and Curriculum Studies,

Kenyatta University

iii

DEDICATION

This study is dedicated to my wife Beatrice K Muchunku and my daughter Mercy

Makena

iv

ACKNOWLEDGEMENTS

I sincerely thank the almighty God who has given me good mental health to undertake

and accomplish this task.

My gratitude goes to Dr. F. Itegi and Dr. F. W. Njuguna my supervisors for their

encouragement, guidance and inspiration at all levels in the preparation of this project.

Their professional suggestions and comments assisted me to complete this work. I

must extend special thanks to all the lecturers who taught me during the coursework.

Collectively, your efforts and expertise have given me a rudimentary look into their

world.

I sincerely thank and appreciate my respondents for providing me with the required

information without which this work would not have been completed. They included

head teachers, teachers and pupils in Chuka division, the locality in which I carried out

my research.

I am greatly indebted to my loving wife, Beatrice for her moral support in the course

of my studies. Her love and support mean everything to me. I thank her always for

believing in me and encouraging me to do my best. This proves that together we can

do anything.

My gratitude and appreciation to Mr. Joachim Njagi, who spent many hours teaching

me statistics, explaining analysis, and giving me the confidence and drive to work

hard despite the many frustrations I encountered. The time he dedicated to me is

overwhelming. I feel lucky to have had the opportunity to work so closely and learn

from a person who exemplifies excellence.

v

TABLE OF CONTENTS

Page

DECLARATION .......................................................................................................... ii

DEDICATION ............................................................................................................ iii

ACKNOWLEDGEMENTS ........................................................................................ iv

TABLE OF CONTENTS ............................................................................................. v

LIST OF TABLES ................................................................................................... viii

LIST OF FIGURES .................................................................................................... ix

ABBREVIATIONS AND ACRONYMS .................................................................... x

ABSTRACT ................................................................................................................. xi

CHAPTER ONE: INTRODUCTION ........................................................................ 1

1.1 Background to the Study .................................................................................... 1

1.2 Statement of the Problem ................................................................................... 5

1.3 Purpose of the Study .......................................................................................... 6

1.4 Objectives of the Study ...................................................................................... 6

1.5 Research Questions ............................................................................................ 7

1.6 Significance of the Study ................................................................................... 7

1.7 Assumptions of the Study .................................................................................. 8

1.8 Scope of the Study ............................................................................................. 8

1.9 Limitations of the Study..................................................................................... 8

1.10 Theoretical framework of the Study .................................................................. 9

1.11 Conceptual framework of the study ................................................................. 11

1.12 Operational Definition of Terms ...................................................................... 13

CHAPTER TWO: LITERATURE REVIEW ......................................................... 14

2.1 Introduction ...................................................................................................... 14

2.2 Social and Cultural Factors Affecting Performance ........................................ 14

2.3 Effect of School Type on Academic Achievement.......................................... 15

2.4 Effect of Parents Income and Occupation on Pupil’s Academic Achievement

.......................................................................................................................... 16

2.5 Effect of Family Background on Pupil’s Academic Achievement .................. 20

2.6 Summary on Literature Review ....................................................................... 26

vi

CHAPTER THREE: METHODOLOGY ............................................................... 28

3.1 Introduction ...................................................................................................... 28

3.2 Research Design............................................................................................... 28

3.3 Study Area ....................................................................................................... 28

3.4 Target Population ............................................................................................. 29

3.5 Sampling Procedure and Sample Size ............................................................. 29

3.6 Research Instruments ....................................................................................... 30

3.6.1 Questionnaire ....................................................................................... 30

3.6.2 Document Review ................................................................................ 31

3.7 Piloting ............................................................................................................. 31

3. 7.1 Validity of the Research Instrument .................................................... 32

3. 7.2 Reliability of the Research Instrument ................................................ 32

3.8 Data Collection Procedures .............................................................................. 33

3.9 Data Analysis ................................................................................................... 33

3.10 Ethical Considerations ..................................................................................... 34

CHAPTER FOUR: RESULTS AND DISCUSSION .............................................. 35

4.1 Introduction ...................................................................................................... 35

4.2 Response Rate .................................................................................................. 36

4.3 Socio-Demographic Characteristics of the Respondents ................................. 36

4.3.1 Gender Distribution of the Respondents .............................................. 36

4.3.2 Age Distribution of the Respondents ................................................... 39

4.3.3 Teachers Years of Service ................................................................... 40

4.3.4 Academic Qualifications ...................................................................... 41

4.4 Social Factors Affecting Pupil’s Performance in KCPE ................................. 43

4.5 Economic Factors Affecting Pupil’s Performance in KCPE ........................... 45

4.6 Cultural Factors Affecting Pupil’s Performance in KCPE .............................. 62

4.7 Measures to Improve Pupil’s Performance in KCP E ..................................... 63

vii

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS ........................................................................................... 67

5.1 Introduction ...................................................................................................... 67

5.2 Summary of the Study ..................................................................................... 67

5.2.1 Social Factors Affecting Pupils Performance in KCPE in Chuka

Division ................................................................................................ 67

5.2.2 Economic Factors Affecting Pupils Performance in KCPE In Chuka

Division ................................................................................................ 67

5.2.3 Cultural factors affecting pupils performance in KCPE in Chuka

division ................................................................................................. 68

5.2.4 Measures to Improve Pupil’s Performance in KCPE .......................... 69

5.3 Conclusion ....................................................................................................... 69

5.4 Recommendations ............................................................................................ 70

5.5 Suggestions for Further Research .................................................................... 71

REFERENCES ........................................................................................................... 72

APPENDICE .............................................................................................................. 79

APPENDIX I: LETTER TO THE SCHOOL HEAD TEACHER ......................... 79

APPENDIX II: QUESTIONNAIRE FOR TEACHERS ......................................... 80

APPENDIX III: QUESTIONNAIRE FOR PUPILS ................................................ 87

APPENDIX IV: DOCUMENT ANALYSIS ............................................................ 94

APPENDIX V: LETTER OF APPROVAL FOR RESEARCH .............................. 95

APPENDIX VI: RESEARCH AUTHORIZATION ................................................. 96

viii

LIST OF TABLES

Table 3.1: Sampling Matrix ..................................................................................... 30

Table 4.1: Gender Distribution of Respondents ...................................................... 37

Table 4.2: Age Distribution of Pupils ...................................................................... 39

Table 4.3: Teachers Years of Service ...................................................................... 40

Table 4.4: Teachers’ Academic Qualification ......................................................... 42

Table 4.5: Responses on Social Factors Affecting Pupils Academic Performance . 43

Table 4.6: Pupils Distribution of Marks in Five Joint Evaluation Tests year 2013 . 45

Table 4.7: Breakdown of Social Classes According to Scores on Measures of Social

Economic Status ..................................................................................... 46

Table 4.8: Correlation between Parental SES and Pupil Performance .................... 47

Table 4.9: Family Member’s Education Background .............................................. 48

Table 4.10: Details of Parents Occupation ................................................................ 52

Table 4.11: Parents Income and Related Aspects According to Their Children ....... 55

Table 4.12: School Characteristics ............................................................................ 59

Table 4.13: Multiple Regression Coefficients (β-coefficients) by School

Characteristic Variables against Pupils Academic Performance ............ 60

Table 4.14: Cultural Factors Affecting Pupil’s Performance in KCPE ..................... 62

Table 4.15: Teachers Views on Measures to Improve Pupil’s Academic Performance

in KCPE .................................................................................................. 63

Table 4.16: Pupils views on measures to improve academic Performance in KCPE 65

ix

LIST OF FIGURES

Figure 1.1: Socio-Economic Factors influencing Pupils Performance in KCPE ......... 11

x

ABBREVIATIONS AND ACRONYMS

ASAL Arid and Semi-Arid Lands

GOK Government of Kenya

KCPE Kenya Certificate of Primary Education

KCSE Kenya Certificate of Secondary Education

SES Socio-economic Status

UNESCO United Nations Educational, Scientific and Cultural Organization

xi

ABSTRACT

The purpose of this study was to investigate the effect of pupils’ socio-economic

background on academic achievement in KCPE in public primary schools in Chuka

division of Meru South District, Kenya. The specific objectives were to determine

social, economic, and cultural factors that affect pupil’s performance in KCPE and

establish measures that could be put in place to improve pupils’ performance in KCPE

in public primary schools in Chuka division. The study covered a period of one month

and involved class eight pupils’, teachers, deputy head teachers and head teachers.

The study adopted a descriptive survey research design and the target population was

3122 comprising a cohort of 2622 class eight pupils, 400 teachers, 50 deputy head

teachers, and 50 head teachers. A sample size of 337 was selected to participate in the

study. The deputy head teachers and head teachers were obtained through purposive

sampling while teachers and pupils were obtained by simple random sampling. The

study used questionnaires and document review to collect data. Piloting of the

instruments was done on a sample of 30 that included 20 pupils, 5 deputy head

teachers, and 5 head teachers from a neighboringMagumoni division using purposive

and simple random sampling methods. The researcher obtained an introductory letter

from Kenyatta University. The researcher personally administered the instrument to

the participants and allowed them 3 days to fill all the items. Data collected using

questionnaires was analyzed using descriptive statistics namely; frequency counts,

percentages, modes and means. Data generated from open ended questions was

analyzed and discussed thematically. The most significant social factors affecting

pupil’s performance in KCPE were indiscipline, substance abuse, pregnancy,

unexplained reasons, lack of interest in school and sickness. The most significant

economic factors affecting pupils performance in KCPE in Chuka division that were

established included failure to pay other school levies probably due to low family

incomes. Initiation and cultural practices, early marriages and lack of community

support emerged as the main cultural factors contributing to low academic

achievement of pupils in KCPE in Chuka division. The main remedial measures to

poor performance in KCPE that the study established were: increasing funds allocated

to schools by the government so that schools can provide more amenities to facilitate

learning, sensitizing parents to motivate their children to work hard in school and

taking into account the socio-economic status of pupils in schools when determining

government’s grant allocation to learners. The study recommends in-service programs

for teachers to ensure that they have sufficient subject knowledge and repertoire of

teaching methodologies and strategies necessary to handle pupils from varied socio-

economic backgrounds. The teaching and learning in public primary schools need to

incorporate instrumental strategies to improve academic performance for pupils from

low socioeconomic backgrounds. The socio-economic status of schools should be

considered when determining government grant allocation to schools with such pupils.

This will enable such schools to bridge the gap of inequality and enable them to

produce the necessary teaching and learning materials and put up the necessary

interventions such as remedial education.The findings of the study are expected to help

education policy makers, head teachers, teachers, parents and other stakeholders to

emphasize the incorporation of instructional strategies to improve pupils’ performance

in KCPE.

1

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The relationship between family socio-economic status (SES) and the academic

achievement of children is well established in sociological research. While there is

disagreement over the best way to measure socio-economic status, a study by (Graetz,

1995) found that children from low socio-economic backgrounds do not perform as

well as they potentially could at school compared to children from high socio-

economic backgrounds. Most studies, however, compare pupils from across all socio-

economic backgrounds to reach the conclusion that low socio-economic status

adversely affects a range of educational outcomes. Another important dimension,

however, is the factors that may influence educational outcomes withinparticular SES

bands. One of the most debated issues among educational professionals is the

correlation between the academic achievement and socio-economic status of pupils. A

prevalent argument is that the socioeconomic status of a student has a major effect on

his/her academic achievement. Academic achievement in many secondary schools in

districts which have a high number of low socio-economic pupils has been generally

low in national examinations (Ellis, 2008).

Many educators think that low socio-economic status creates a negative effect on

academic achievement. Adams (1996) mentioned that the basic needs of certain pupils

are not being met, thus not allowing the pupils to physically or mentally be able to

perform in school. If pupils are not properly fed or given proper hygiene care, they

cannot be expected to perform successfully in their academics. These environmental

deficiencies are thought by educators to have a negative effect on the student’s image

2

and result in a lowering of self-esteem. This lack of confidence infringes on the

success a student may have in the academic environment (Ellis, 2008). Others

challenge this theory and imply that other variables outside the socio-economic status

of a student are the determining factor in academic performance (Marzano, 2003).

This research hopes to generate data on the educational achievement of pupils from

different socio-economic backgrounds and examine its variation as affected by

traditional measures of SES as well as by a range of other family, individual and

contextual factors.

Pupils’ achievement in public primary schools has become a top priority for the

Kenyan parents and government. The marks that a pupil’s score dictates the type of

school the pupil is likely to be enrolled. Many teachers, parents and administrators

wait eagerly for the results of the Kenya Certificate of Primary Education

Examination (KCPE) each year. There have been many studies that sought to examine

socio-economic factors affecting academic performance of pupils. Most of those

studies have focused on pupils' performance in the U.S. and Europe. However, since

cultural differences may play a role in shaping the factors that affect pupils'

performance, it is very important to examine the relevance of these factors to the

Kenyan context. Worldwide studies reveal that the socioeconomic factors that

negatively affect student's performance include among others poverty, educational

background, occupational categories and income level of parents, indiscipline,

pregnancy, school type and harmful cultural practices.

3

The challenges facing education in Kenya are well documented in some Government

of Kenya documents (GoK, 1999). However, it is pertinent to highlight some policy

issues.

The GoK and other partners in the development of education including households

have been investing heavily in education since 1963. The GoK expenditure in

education stands at over 35 per cent of discretionary expenditures. Primary education

receives about 55% of the sectoral recurrent budget. Existing surveys also indicate

that under the cost-sharing policy, households have continued to meet increasing costs

of education of their children. An average family in Kenya living in an urban setting

spends about 30-40 per cent of their income on education, while an average family in

a rural setting spends up to 60 per cent. In the face of the cost-sharing policy,

households are supposed to meet about 95% of school recurrent expenditure in the

form of textbooks, stationery, furniture, school uniform, activity fees and examination,

among others. With the high level of incidence of poverty most parents have failed to

meet this obligation thereby affecting the educational outcomes. Their contribution

has not effectively filled the resource gap created by the implementation of the cost-

sharing policy (Abagi, 1998; GoK, 1999).

High level of illiteracy, poverty and low socio-economic status coupled with high rate

of paternal and maternal deprivation of student academic needs, has thrown many

farmers and old rural dwellers into untold financial problems such as poverty, lack of

money to purchase necessary textbooks and working materials for their kids. Also

many rural and suburban dwellers can no longer pay the school fees Olotu (1994).

These situations have promoted young school pupils in Chuka Division in Meru

4

South District to drop out of school to engage in subsistence farming, Khart farming

and become housemaids or engage in other menial jobs to support their academic

pursuit. Hence, many pupils have since taken schooling as a secondary assignment

and school attendance on rotational basis. The resultant problem posed by this, is poor

academic performance in examinations. This trend is posing huge problems to parents,

governments and stakeholders in education. A study by Ngatiari (2011) in Meru

South District found that the academic achievement of secondary school pupils was

affected by student’s engagement in petty trading, street hawking, farming and

babysitting during school hours to mitigate the levels of poverty. This study will seek

to determine whether these factors affect pupil’s performance.

From the above, it is evident that the quality of parents and home background of a

student goes a long way to predict the quality and regularity of the satisfaction and

provision of a child's functional survival and academic needs. Poor parental care with

gross deprivation of social and economic needs of a child, usually yield poor

academic performance of the child. On the other hand, where a child suffers parental

and material deprivation and care due to divorce or death, or absconding of one of the

parents, the child's schooling may be affected as the mother alone may not be

financially buoyant to pay school fee, purchase books and uniforms, such a child may

play truant, thus his performances in school may be adversely affected (Shittu, 2004).

Similarly, good parenting supported by strong economic home background could

enhance strong academic performance of the child. This further predicts academic

performance where the child is properly counseled in the choice of his/her courses

and vocation that matches his mental ability, interest and capability whereas the

children to the care of the illiterate mothers will find themselves roaming about the

5

street labouring to make ends meet. Based on various factors that may influence

examination performance and the varied background of pupils who take examinations

in any given year, predictions of the quality of education and/or academic

achievement in national examinations would be realistic to explore.

1.2 Statement of the Problem

Across the world, educational researchers and practitioners as well as parents and

other education stakeholders have expressed increasing concern about the academic

achievement of pupils in high schools. Studies of the correlates of academic

achievement have been a major concern in most developed countries in the last four

decades. Low academic standards constitute a problem that demands attention. In

Kenya, the quality of education at public primary level is still a major problem in

some districts especially those in pockets of poverty. Public concern is high over the

dismal performance of pupils especially in rural areas.

Data obtained from Kenya National Examination Council reveal that the average

national KCPE mean over the last five years is 285 while that of Meru South District

is 240. This shows that pupils in public primary schools in Meru South District lag

behind in academic achievement and therefore implies that few get access to good

secondary school and institutions of higher learning primarily because of poor

academic achievement. Perhaps there could be a correlation between the socio-

economic background of pupils and their academic achievement. This study has been

necessitated by inadequate studies on the effect of pupils’ socio-economic factors on

pupils’ performance in KCPE in Kenya and particularly in Chuka Division of Meru

South District. Socio-economic factors have been premised to be impacting on

6

education performance of pupils in Chuka division and by large Meru South District.

KCPE examination for the public primary schools in Chuka division for the last five

years shows that the mean score has oscillated between 200 and 220. This rather poor

state of academic achievement in comparison with the performance in many other

public primary schools in other parts of Kenya which post higher mean scores than in

Chuka division gives the impetus for this study. The major problem that this study

attempted to explore was the effect of socio-economic factors on student’s

performance in KCPE in Chuka division, Tharaka-Nithi County.

1.3 Purpose of the Study

The purpose of this study was to investigate effects of socio-economic factors on

pupils’ performance in KCPE in Chuka Division in Tharaka-Nithi County, Kenya.

1.4 Objectives of the Study

The following objectives guided this study:

i) To determine social factors that affect pupil’s performance in KCPE in public

primary schools in Chuka division in Tharaka-Nithi County.

ii) To investigate economic factors that affect pupil’s performance in KCPE in

public primary schools in Chuka division in Tharaka-Nithi County.

iii) Assess the cultural factors that affect pupil’s performance in KCPE in public

primary schools in Chuka division in Tharaka-Nithi County.

iv) To establish measures that can be put in place to improve pupils’ performance in

KCPE in public primary schools in Chuka division of in Tharaka-Nithi County.

7

1.5 Research Questions

This study sought to answer the following questions:

i) What social factors affect pupil’s performance in KCPE in public primary

schools in Chuka division in Tharaka-Nithi County?

ii) What economic factors affect pupil’s performance in KCPE in public primary

schools in Chuka division in Tharaka-Nithi County?

iii) What cultural factors affect pupil’s performance in KCPE in public primary

schools in Chuka division in Tharaka-Nithi County?

iv) What measures can be put in place to improve pupils’ performance in KCPE in

public primary schools in Chuka division in Tharaka-Nithi County?

1.6 Significance of the Study

First, the results of the study may be useful to educators who may use the suggested

measures to initiate effective education reform that will benefit all pupils. The

findings will be vital in determining teaching strategies and techniques to meet the

needs of each individual student. School administrators can push for reform with

legislators and the Ministry of Education to implement strategies to make all learners

improve their academic performance. Secondly, the findings of the study may be

useful in formulating clear policy guidelines on incorporating teaching and learning

strategies to enable pupils from different socio-economic backgrounds to perform

better in KCPE. The findings of the study may also guide parents to employ the

suggested measures to help improve the performance of pupils in KCPE.

8

1.7 Assumptions of the Study

This study made the assumption that pupil’s academic performance was influenced by

socio-economic factors. Further, the study made the assumption that respondents gave

accurate information that enabled the researcher to draw valid conclusions.

1.8 Scope of the Study

The participants in this study were class eight pupils, teachers, deputy head teachers

and the head teachers in Chuka division in Meru South Sub-County in Tharaka-Nithi

County.

Findings may not be generalized to other regions. Specifically, the study sought to

find out the effect of social, economic and cultural factors that affected pupil’s

performance in KCPE. The study took a period of one month.

1.9 Limitations of the Study

Delay in returning of the questionnaire from pupils was one of the limitations that this

study faced. Another limitation that this study faced was is loss of questionnaires by

pupils since they were required to take the questionnaire to have some sections filled

by their parents. The researcher personally administered and collected the

questionnaire from the respondents to minimize loss.

9

1.10 Theoretical framework of the Study

This research was based on Walberg’s (1998) theory of Educational Productivity that

postulates that schools are the focal point for the positive influence on a student’s

academic success. There are many more factors in achieving success outside the

realm of curriculum, and instructional strategies and practices. Community support,

parental involvement, and the psychological characteristics of pupils also play a

critical role in the academic achievement of all pupils. Walberg’s theory is useful in

determining the different factors that affect academic achievement. Walberg stated

that the most important factor of academic success for pupils from low socio-

economic status is the home environment. It is more crucial than other factors

affecting academic achievement, such as parental income and education. Schools

cannot change the factors of parental education and income but can have a positive

effect on the home environment by educating and working with parents. Walberg

opines that the family’s socio-economic status plays a significant role in the

involvement of the student’s educational process.

Research shows that families from a high socio-economic background are more

involved in the educational process than those from a low socio-economic

background.

The theory postulates that the success of a student’s academic achievement is strongly

dependent upon parental involvement. This is extremely true for those pupils that

come from a low socio-economic background. These individuals need to have

parental involvement in their academic journey in order to attain a high level of

educational success. The author stated that historically pupils from a low socio-

10

economic background are the ones not receiving the crucial involvement from home.

They are the pupils in whose academic achievement is failing the most. The author

stated that parental involvement created higher grades and test scores, long-term

academic achievement, positive attitudes and behavior, more successful programs,

and more effective schools.

Walberg (1998) found that poorer communities tend to have less parental involvement

than more advantaged communities. These families tend to have more survival issues,

such as money and safety, than educational concerns for their children. Parents from

low socio-economic communities tend to have poor relationships with the school

because they feel they are not being respected. The author stated it is vital that school

districts make collaborative efforts to involve parents and make them feel comfortable

communicating with the school and teachers. His study found that the key factors

contributing to the academic achievement could be explained with respect to: pupils’

home background, institutional characteristics, pupils and external influence. From

Walberg’s (1998) theory it is evident that there is strong linkage between pupils’

academic achievement and their socio-cultural background. This theory is relevant to

the current study as the researcher uses it to conceptualize that the student’s academic

achievement may be influenced by the parent’s income, education and occupation.

Similarly, other factors which have a bearing on academic achievement include the

school type.

11

1.11 Conceptual framework of the study

A conceptual framework according to Orodho (2009:120) is a type of model that

employs the use of drawing/diagrams to explain the interrelationship between

variables, especially the independent and dependent variables. The conceptual

framework that presents the interrelationship of the study variables is shown in Figure

1.1.

Figure 1.1: Socio-Economic Factors influencing Pupils Performance in KCPE

Source: Author, 2014

Socio - economic Factors

Cultural Factors

Cultural Factors

Independent Variables Dependent Variables

Economic Factors

- Education level of a person

- Occupation of a person

- Income level of a person

School Factors

- Student character

- Teacher character/motivation

Family background Factors

- Parental attitude

- Family size/status

- Female genital m utilation

- Early marriages

- Gender discrimination

- Broken families

Pupils’ Performance in KCPE

12

The conceptual framework shows that there are various factors that contribute to

pupils’ performance. These include socio-economic factors such as education level of

a person, occupation of a person, income level of a person, student character, teacher

character/motivation, parental attitude and family size/status. The cultural factors that

may influence academic achievement include female genital mutilation, early

marriages, gender discrimination and broken families. It is conceptualized that by

investigating the socio-economic factors indicated, the criterion variable which is

pupils’ performance in KCPE can be predicted. Levels of performance can however

be mitigated through government policies and guidance and counseling. These

intervening variables have an influence on both the independent variables and

dependent variable.

13

1.12 Operational Definition of Terms

High SES: Parents completed a university degree and their level of income is above

25, 000 per month Parents work in high paying jobs.

Lower SES: Parents did not attend school, attended only primary school, or attended

some secondary school. Parents’ income levels are below 10,000 and

their main pre-occupation classified as peasant farming or unemployed.

Middle SES: Parents completed secondary school and/or

vocational/tertiary

qualification.

Parents’ income levels are between 10,000 and 25,000 their main

occupation being civil servant, teacher, self-employed or in family

business.

Socio-economic status: Defined as a person’s overall social position to which

attainments in both the social and economic domain contribute. In this

study it is used to refer to the SES of the parents or family determined

by achievements in income, education, and occupational.

Standardized tests: Tests that are uniformly developed administered and scored.

They are given to a group in a similar setting under similar conditions

in order to determine and evaluate against a norm. These tests are

criterion referenced tests that measure what pupils know based on

indicators taught at each class. They are also administered to pupils in

a standardized way.

14

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter covers the previous studies that have been undertaken pertaining to

effects of socio-economic background on pupils’ performance. The chapter presents

the literature review under the following subheadings: social cultural factors affecting

performance, effect of school type, parental income and occupation and family

background on pupils’ performance. The chapter ends with summary and gap

identification.

2.2 Social and Cultural Factors Affecting Performance

According to Chambers andSchreiber (2004), factors such as, sex, race/ethnicity, of

the learner has got effects on academic achievement. For example, girls have been

found to exert more effort at school, leading to better school performance.

Additionally, studies show that girls perform better in reading than males (Eitle, 2005),

but males are found to outperform females in mathematics and science (Eitle, 2005).

Hardy (2006) studies concluded that it is not the economic status of an individual that

only determines his/her academic success but also pointed to other social cultural

factors such as poverty, educational background, occupational and income level of

parents and harmful cultural practices. Hardy emphasized that poverty has a strong

association with low academic achievement of pupils. The low poverty level increases

the number of dropouts, grade failure, and school disengagement. The longer a child

is embedded in poverty stricken conditions, the more detrimental his/her environment

is for the progress of academic enhancement.

15

2.3 Effect of School Type on Academic Achievement

A student’s educational outcome and academic success is greatly influenced by the

type of school that they attend. School factors include school structure, school

composition, and school climate. The school one attends is the institutional

environment that sets the parameters of a pupils’ learning experience. Depending on

the environment a school can either open or close the doors that lead to academic

achievement (Crosnoe, Johnson, & Elder, 2004b).

Crosnoe, Johnson, and Elder (2004b) suggested that school sector (public or private)

and class size are two important structural components of schools. Private schools

tend to have both better funding and smaller class sizes than public schools (Crosnoe

et al, 2004b). The additional funding of private schools leads to better academic

performance and more access to resources such as computers, which have been shown

to enhance academic achievement (Crosnoe et al, 2004b; Eamon, 2005). Smaller

class sizes create more intimate settings and therefore can increase teacher-student

bonding which has also been shown to have a positive effect on student success

(Crosnoe et al, 2004b). The relative social class of a student body also affects

academic achievement (Eamon, 2005). Pupils from low socio-economic backgrounds

who attend poorly funded schools do not perform as well as pupils from higher social

classes (Eamon, 2005).

School composition or the general makeup of a school is another important factor

regarding academic achievement (Bali & Alvarez, 2004). The racial make-up of a

schools’ student body has been shown to influence test scores and pupils’ attachment

to their school (Crosnoe et al 2004, Bali & Alvarez, 2004). Student test scores and

16

school attachment increase when a pupils’ own race matches the most common race

of their schools’ student body (Crosnoe et al, 2004, Bali & Alvarez, 2004). Crosnoe

et al defines school climate as “the general atmosphere of a school” (2004). School

climate is closely related to the interpersonal relations between pupils and teachers.

Trust between pupils and teachers increases if a school encourages teamwork.

Research shows that pupils who trust their teachers are more motivated and as a result

perform better in school (Crosnoe et al, 2004; Eamon 2005).

School policies and programs often dictate school climate. Therefore, pupils benefit

more from school policies if the administrators and teachers, who help create the

policies, are representative of minorities (Bali & Alvarez 2004). Pupils can focus

more clearly when a school is able to create an environment where pupils feel safe. If

a school is able to accomplish a feeling of safety pupils can have success despite their

family or neighborhood backgrounds (Crosnoe et al, 2004).

2.4 Effect of Parents Income and Occupation on Pupil’s Academic

Achievement

Sirin (2005) stated there are many variables to consider when determining a student’s

socio-economic status effect on academic achievement. He pointed out that Parental

income has a strong effect on student performance due to the economic resources

allowed for more academic components to be implemented. Resources available at

home are an important indicator for the relationship between socio-economic status

and academic achievement. Sirin (2005) further researched pupils’ grade level and the

relationship of income status and academic achievement. He suggested that a

relationship exists between the income status and academic achievement across

17

various levels of schooling with exceptions to the high school level pupils. The

relationship between grade levels showed significant correlations between income

status and academic achievement. It started in the elementary levels and continued

through the middle school years. The study showed that there was a statistical gap

between pupils from low and high socio-economic pupils throughout the grade level

and tended to widen as the grade levels increased. Sirin also stated that academic

achievement is a process, and when valuable skills are not obtained in early grade

levels, the gap of academic achievement increases throughout the educational process.

The reason for the high school level showing a low statistical gap was due to the fact

that many of those pupils performing at a low level were more likely to drop out of

school in later years, thus not allowing for inclusion in the research samples.

Weinreb (2001) found that children from low income families are more likely to be

preoccupied with environmental stressors within their neighborhood such as feelings

on insecurity about their safety, housing status, and violence within their community

to the detriment of their academic achievement.

Majoribanks (1996) asserts that pupils from low income families have been found to

score about ten percent lower on the National Assessment of Educational Programs

than higher SES pupils. Majoribanks has also shown that children from single-parent

households do not perform as well in school as children from two-parent households.

There are several different explanations for this achievement gap. Single-parent

households have less income and there is a lack of support for the single-parent which

increases stress and conflicts.

18

Secker (2004) stated that, when groups of pupils with similar backgrounds are

compared, the pupils from a high socio-economic status outperform those from a low

socioeconomic status (SES) on academic achievement. High SES is related to better

social support, fewer discipline problems in the district, and higher social expectations.

Brownell and Roos (2005) indicated that educators have known for years that pupils

from high income families academically perform better than those from low income

families. Although many pupils from high socio-economic backgrounds do not

perform well, and many from low socio-economic background perform very well, the

overall trend is evident. It is not the case that pupils from low socio-economic status

do poorly, but the higher the economic status of the student, the more likely the

educational success. The results of the authors’ study reveal that the socio-economic

status as compared to the academic achievement is far more evident than previous

documentation has shown. Pupils from low income families are much more likely to

drop out of school or are retained in a particular grade. The answers to the problem of

educating such pupils are challenging and demanding.

Yu and Taylor (1997) studies indicated that pupils from wealthier families outperform

pupils from poor families on academic achievement tests. The pupils’ from low

income families’ achievement is higher when they attend schools and classrooms

where the majority of the population is economically advantaged. The authors further

concluded that schools with a high percent of low income pupils had a negative effect

on all pupils’ academic achievement. It was also stated that pupils from poor social

economic background performed better when attending schools that have a low

poverty percent.

19

Kahlenberg (2001) study found that pupils from a high poverty backgrounds tend to

skip classes, have more behavioral problems, have less motivation for academic

success, and even possibly feel that performing successfully on their academics is

embarrassing. Kahlenberg believed that having the majority of the school population

comprised of middle class pupils would improve the quality of teachers and

expectations of pupils, and would ensure educational quality in public schools.

Kahlenberg indicated that all pupils are entitled to a quality education. He concludes

that the success of such a goal is dependent on schools consisting of a population in

which the majority is comprised of middle class pupils. The author stated there should

be much importance placed on the economic diversity of children in public schools.

Haveman (2007) said that Parents occupation is an important variable which

determines the economic status of the family. Higher occupational levels of the

parents indicate better economic condition and this result in material support for the

education of their children. Georgewill (1987) conducted a study to find out the effect

of parental occupation on their children's academic achievement. The sample

consisted of 500 parents in Port Hartcourt city. The results revealed that civil servants

children perform better followed by children of business parents. But the poorest

performance came from farmer's children.

Gill and Sidhu (1988) carried out a study on intelligence of academic achievement in

the children belonging to different socio-economic groups in rural Punjab. The sample

consisted of 80 pupils studying in 9th class. On the basis of information collected

from the pupils, the subjects were divided in to three socio-economic groups i.e.,

servicemen, agriculturists and labourers. The total marks obtained in 8th standard

20

verbal intelligence scores and non-verbal intelligence scores were taken. The results

showed that highest marks were obtained in the service group, followed by

agriculturists and then labourers. Verbal intelligence scores were highest in

agriculturists followed by servicemen and labour class. Hence, the results showed that

occupation of parents influenced the school performance of children.

Budhdev (1999) conducted a study on "Academic achievement among children of

working and non-working mother. The study was designed to compare academic

achievement among children of working and non-working mothers, studying in

secondary schools of Saurashtra region sample included 307 boys and 343 girls of

working mothers and same number of boys and girls of non-working mothers.

Academic achievement score was collected from the annual worksheet of schools. It

is described that academic achievement of the children of working mother is greater

than the children of non-working mothers.

2.5 Effect of Family Background on Pupil’s Academic Achievement

Graetz (1995) studies of children’s educational achievements over time have also

demonstrated that social background remains one of the major sources of educational

inequality. In other words, educational success depends very strongly on the

socioeconomic status of one’s parents. The effect of parental SES on children’s

educational outcomes may be neutralized, strengthened or mediated by a range of

other contextual, family and individual characteristics. Parents may have a low

income and a low-status occupation, for example, but nevertheless transmit high

educational aspirations to their children. What family members have (material

21

resources, for instance) can often be mediated by what family members do(for

example parental support, family cohesion).

The social and the economic components of socio-economic status, in other words,

may have distinct and separate influences on educational outcomes. While both

components are important, social factors (for instance, parents’ educational

attainments) have been found to be more significant than economic factors, such as a

family’s capacity to purchase goods and services, in explaining different educational

outcomes. It is argued that families where the parents are advantaged socially,

educationally and economically, foster a higher level of achievement in their children.

They also may provide higher levels of psychological support for their children

through environments that encourage the development of skills necessary for

academic achievement at school.

Fantuzzo (2000) concluded that parents who are educated have a more positive

relationship with the school than those less educated. Those parents that come from an

educational background feel comfortable being involved in the school setting. They

do not feel intimidated by communicating with the teachers of their children. They

also tend to put more emphasis on the educational achievement of their children, and

spend more time helping with homework and educational skills at home. This way,

their children register better academic achievement than those from uneducated

parents.

Sarigiani (1990) notes that parental educational level is known as a factor positively

related to children's academic achievement. The educational level of parent is a

22

powerful factor influencing children's academic success. Sarigiani continues to point

that it has been established that generally, the educational level of parents is greatly

connected to the educational Attainment of their children.

Okantey (2008) concluded that parents play an immense and significant role in the

academic performance of their children. Educated parents would have increased

emphasis on educational excellence. Educated parents are equipped by virtue of their

education to take cognizance of the fact that parent- student- school- community

relationship is important in order to promote educational attainment and academic

achievement of their children and so they make the partnership a priority. Okantey

continues to assert that the educational levels as well as income of parents are

interconnected; this is because educated parents by virtue of their educational

background possess the potential for increased income. Thus, educated parents have

the capacity to build bridges out of poverty and benefit from better quality of life.

Parental education which leads to good income empowers parents to give their

children a solid foundation for school and life success and enables them to build up

strong partnerships between parents and schools in order to sustain achievement

standards. It also heightens parents' feelings of competence and confidence in guiding

their children's education (Okantey, 2008).

Douglas (1964) concluded in his research that the attitudes of children given

encouragement via their parents, particularly the educated ones are better. Similarly,

Musgrave (1983) established that parents who visit the school often and wish their

children to enjoy diversity and protected education in general, give an enhancement to

their children's educational programme and it is particularly the educated parents who

23

could confidently visit their children's schools without feeling intimidated or timid. It

is worthy of note, however, that there is an exception to everything, so to all the point

raised previously, there is bound to be an exception in terms of individual learner.

Matanmi (1989) research has shown that academic aspiration of schoolchildren is

positively related to the standing of their parents. This is so because children tend to

imitate their parents and so aspire to be as highly educated as their parents. There is

an indication that children of parents with high level of education are likely to follow

the modern ideas while the children from parents with low level of education are

likely to follow old tradition i.e. not to appreciate the value of education.

The study of Ezewu (1981) showed that more pupils from high socio-economic status

groups which usually fall into the well-educated groups aspire for highly rated

professions such as medical profession, etc in Nigeria more than the lower

socioeconomic status groups which mostly fall into the low or non-educated groups.

Children are on the other way round at a disadvantage when their parents have a

lower education as well as this could possibly form a cycle of uneducated family

members making every generation of the family not to go much higher than the

previous parent owing to the aspirations shown to them by their parents. Children of

more highly educated families are more ambitious and attain higher levels of

education. Further, Ezewu (1987) found that one of the reasons for poor performance

in 1985 by secondary school pupils in Nigeria was "poor learner characteristics"

which he identified in terms of attitudes, enthusiasm, self-concept as well as study

habit.

24

Krishnan (1977) conducted a study on 180 pupils from class 6th to 9th studying in

central school, Tirupati. The sample was divided into 3 groups depending upon their

parent’s education as high, middle and low groups. The results showed that parent’s

educational status had significant influence on the academic achievement of the

children.

In the same year Saini (1977) conducted a study on academic achievement as a

function of economic status and educational standard of parents. The sample consisted

of 196 pupils from 4 colleges of Chandigarh. The findings revealed that the economic

status as well as educational standard of parents had significant effect on the academic

achievement of arts and science pupils at the college level. Similar results were

reported by Singhal (1983) he conducted a study to find the relationship between

educational level of parents and academic achievement of their children. The sample

consisted of 276 primary school children from Delhi and Culcutta. The children were

classified in to 3 groups (high, medium and low) on the basis of parent’s education.

The educational status of both the parents was taken depending on whether they

finished elementary school, high school or college education. The results revealed that

differences in educational background of parents contributed to difference in the

performance of their children.

Sharma (1984) also conducted a study to examine the effect of parent’s education on

academic achievement of children. The sample consisted of 237 pupils of 9th class

and the level of educational attainment of both the parents was assessed. The result

revealed that parental education was positively correlated with the academic

achievement of their sons and daughter. Similarly Bhatnagar and Sharma (1992)

25

carried out a research to investigate the relationship between education of parents and

academic achievement of pupils in a semirural setting. A total of 85 pupils of

Rajasthan city were related. The results revealed that, the children whose parents

attended school performed higher academic performance than the children whose

parents not attended the school indicates parental education was significantly related

to the academic achievement of pupils.

Shittu (2004) concluded that the quality of parents and home background of a student

goes a long way to predict the quality and regularity of the satisfaction and provision

of a child's functional survival and academic needs. Poor parental care with gross

deprivation of social and economic needs of a child, usually yield poor academic

performance of the child. On the other hand, where a child suffers parental and

material deprivation and care due to divorce or death, or absconding of one of the

parents, the child's schooling may be affected as the mother alone may not be

financially buoyant to pay school fee, purchase books and uniforms, such child may

play truant, thus his performances in school may be adversely affected. Similarly,

Mbaru (2002) posited that good parenting supported by strong economic home

background could enhance strong academic performance of the child. This further

predicts academic performance where the child is properly counseledin the choice of

his/her courses and vocation that matches his mental ability, interest and capability

whereas the children to the care of the illiterate mothers will find themselves roaming

about the street labouring to make ends meet.

26

Other factors according to Danesy (2004), complimenting environmental and

socioeconomic factors to produce high academic achievements and performance

include good teaching, counseling, good administration, good seating arrangement

and good building. Dilapidating buildings, lacking mental stimulating facilities that

are characterized with low or no seating arrangement will also be destructive. Danesy,

however, lamented that the innovative environment do stimulate head start learning

and mental perception, not only that, it is has also been proved that pupils that come

from simulative environment with laboratory equipments or those that are taught with

rich instructional aids, pictures and allowed to demonstrate using their functional

peripheral nerves like, eyes, hands and sense of taste performed better than those

trained under theoretical and canopy of abstraction. Thus, teaching and learning

should be done under organized, planned, and fortified environment with learning

instructional aids to stimulate pupils' sense of conception, perception and

concentration to facilitate systematic understanding and acquisition of knowledge in

them. In sum, a combination of a healthy family background living in good

environment plus the child being educated in a conducive environment with a fortified

learning or instructional aids or motivational incentives will prompt academic

performance and lack of it will retard academic performance.

2.6 Summary on Literature Review

From the literature review, determinants of pupils' performance have been the subject

of ongoing research. There have been many studies that sought to examine this issue

and their findings point out to culture, parents’ educational background, occupational

categories and income levels and self-motivation as socio-economic factors that have

a significant effect on the pupil’s performance. Most of those studies however have

27

focused on pupils' performance in the United States and Europe. However, since

cultural differences may play a role in shaping the factors that affect pupils'

performance, it is very important to examine those relevant factors to the Kenyan

society. There are limited studies focusing on Socio-economic factors affecting

pupil’s performance in KCPE in public primary schools in Chuka Division, Tharaka-

Nithi County. This study therefore

intends to fill this gap.

28

CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter presents the methodology that was used in the study. The chapter covers

the research design, the target population, sampling procedures and sample size,

research instruments, validity and reliability of the instruments, pilot study, data

collection procedures, and data analysis.

3.2 Research Design

The study utilized the descriptive research survey design. According to Creswell

(1994) it intends to present facts about the nature and status of a situation as it exists

at the time of the study. In addition, it also concerns with the relationships and

practices that exist, beliefs and processes that are on-going, effects that are being felt

or trends that are developing (Kombo& Tromp, 2006). Therefore, it can be helpful in

order to describe the current conditions and situations based on the impressions and

perceptions of the respondents of the study (Creswell, 1994). The design was

therefore appropriate for this study since the researcher gathered information without

manipulation of variables.

3.3 Study Area

The study was carried out in public primary schools in Chuka division of Meru South

District of Eastern Province, Kenya. The study area was chosen because it falls in a

district considered to have low economic status (GoK economic Survey, 2009) and

that the average KCPE mean score since 2007 for Public primary schools in this

division has averaged 200 and 220 which is low compared to the district mean score

29

of 240 (KNEC, 2010). Therefore, it was imperative to conduct a study to find out if a

correlation between the two variables exists. Research has been done on academic

achievement but not specifically in this study area.

3.4 Target Population

The target population for this study was a cohort of 2622 class eight pupils, 400

teachers, 50 deputy head teachers, 50 head teachers and totaling to 3122 (Meru South

Sub-County Education Office, 2013).

3.5 Sampling Procedure and Sample Size

Sampling design is the method a researcher applies to determine the members or items

of the target population to be included in the study. Mugenda and Mugenda (1999)

recommend a representative sample of 10-30% for descriptive survey research.

Therefore a representative sample of 15 public primary schools was selected using

simple random sampling from the 50 public primary schools in the division

accounting for 30% representation. Head teachers were 15 and 15 deputy head

teachers in the sampled schools were purposively sampled to participate in the study.

These were deemed appropriate respondents for this study as they are charged with

the responsibility of supervising the instructional curriculum for enhanced pupils’

performance. After obtaining the population frame for the teachers in the sampled

schools, the researcher selected 3 teachers from each school using simple random

sampling. To obtain the pupils that participated in the study, a list of class eight pupils

in the selected schools in the study locale formed a sampling frame from which the

researcher obtained through simple random sampling about 17 pupils per school to

30

participate in the study. Class eight pupils were considered key respondents because

they have been in school long enough to experience the factors that influences

academic performance. The sample size for the study therefore was 337. Table 3.1

provides a summary of the sample matrix.

Table 3.1: Sampling Matrix

Category Total

Population

Sampling

Procedure

Sample

Size

Head teachers 50 Purposive 15

Deputy head teachers 50 Purposive 15

Teachers 400 Simple random 45

Class eight pupils 2622 Simple random 262

Total 3122 337

3.6 Research Instruments

The study utilized questionnaires and document review to collect data.

3.6.1 Questionnaire

The questionnaire was used for data collection because as Kiess and Bloomquist

(1985) observe, questionnaires offer considerable advantage in administration,

presents an even stimulus potentiality to large numbers of people simultaneously and

provides the investigation with an easy accumulation of data. Gay (1992) maintains

that questionnaires give respondents freedom to express their views or opinion and

also to make suggestions. It’s on the basis of these strengths that the instrument was

chosen. Questionnaires were administered to pupils, teachers, deputy head teachers

and head teachers to elicit information on the study objectives. The questionnaires

31

contained sections that gathered information on social, economic and cultural factors

affecting pupil’s performance in KCPE. Parent’s income, education and occupation

were used to measure the economic status of the family. The questionnaires contained

both open and closed ended questions.

3.6.2 Document Review

The researcher collected data pertaining to the examination results by looking at the

records of the student’s academic achievement in the joint evaluation test and record

it in a document analysis proforma. This was necessary as it enabled the researcher to

collate the information given by the student and that captured by the researcher. The

document analysis proforma was structured to record pupils name, gender and mean

score attained.

3.7 Piloting

According to Galloway (1997), it is difficult to give the exact number for the pilot

group, but as a rule of thumb, it is recommended that researchers pilot 5-10% of the

final sample. The research questionnaires were piloted on a sample of 30 that includes

20 pupils, 5 deputy head teachers, and 5 head teachers from a neighboringMagumoni

division obtained using mixed sampling methods. According to Teijlingen and

Hundley (2001), conducting a pilot study might give advance warning about where

the main research project could fail, where the research protocols may not be followed,

or whether proposed methods or instruments are appropriate or too complicated.

Based on the pilot study the questionnaires were refined by removing any questions

that provided unwanted or irrelevant information.

32

3. 7.1 Validity of the Research Instrument

According to Borg and Gall, (1986) validity is the degree to which a test measures

what it purport to measure. In other words, validity is the degree to which results

obtained from the analysis of the data actually represent the phenomena under study.

The construct and content validity was ascertained by piloting the instruments.To

ensure validity of the instrument the research objectives were crosschecked with the

corresponding items in the research instrument. The researcher presented the research

instruments to experts in the department of education management, policy and

curriculum studies at Kenyatta University to evaluate content and construct validity

and suitability.

3. 7. 2 Reliability of the Research Instrument

Reliability is a measure of the degree to which a research instrument yields consistent

results after repeated trials using the same subjects under the same conditions

(Mugenda & Mugenda, 1999). Pre-testing of the research instrument was carried out

before the actual data collection. The reliability of the data was tested using the test

re-test technique that involved the following procedures.

• Selecting an appropriate group of subjects.

• Administering the questionnaire to the subjects.

• Keeping all initial conditions constant, administer the sample questionnaire to the

same subjects after two weeks.

• Correlate the scores from both testing periods.

33

A reliability of 0.69 and 0.68 was obtained with the teachers and pupil’s

questionnaires. Fraenkel and Wallen (2000) recommend a reliability of at least 0.70.

Based on this, the instruments were considered acceptable.

3.8 Data Collection Procedures

The researcher booked appointments with the respondents to visit and administer the

questionnaires. The researcher personally administered the instruments to all the

respondents who were given 3 days to complete all the items adequately, after which

the researcher collected the filled-in questionnaires. The data for this study was

collected within a period of one month.

3.9 Data Analysis

Kerlinger (1986) defines data analysis as categorizing, manipulating and summarizing

of data in order to obtain answers to research questions. This study employed

descriptive statistics to analyze the data obtained. Gay (1981) asserts that descriptive

survey data is commonly represented through use of frequency polygons graphs, pie-

charts and frequency tables. Questionnaires were checked to remove those with

incomplete items and outliers. This research yielded data that required both qualitative

and quantitative analysis. Quantitative analysis entails analyzing numbers about a

situation by choosing specific aspects of that situation. Descriptive statistics that

included percentages and frequency counts were used to analyze the quantitative data

obtained. Qualitative data obtained was reported and discussed thematically in line

with the objectives of the study.

34

3.10 Ethical Considerations

The researcher obtained an introductory letter from Kenyatta University and a

research permit from the National Commission for Science Technology and

Innovation. The permit was presented to the District Education Officer Meru South

Sub-County to be allowed to conduct the study. The head teachers of the schools were

contacted before the teachers and pupils were observed and given questionnaires. The

purpose of the research was explained thoroughly to the subjects. Consent of the

respondents was sought before they were engaged in the study. The subjects involved

were assured of the confidentiality of the information they would give.

35

CHAPTER FOUR

RESULTS AND DISCUSSION

4.1 Introduction

This chapter covers the analysis of data and presentation of results for the study and

discussions. The data presented covers respondent’s demographic data that includes

genders, and age, academic qualification and the number of years teachers have

served. The study respondents included head teachers, deputy head teachers, teachers

and class eight pupils. Overall 262 respondents took part in the study with 78.0%

return rate of the questionnaires. The chapter presents the results and discussion of the

study objectives. The study sought to answer the following research questions based

on the objectives of the study.

i) What social factors affect pupil’s performance in KCPE in public primary

schools in Chuka division in Tharaka-Nithi County?

ii) What economic factors affect pupil’s performance in KCPE in public primary

schools in Chuka division in Tharaka-Nithi County?

iii) What cultural factors affect pupil’s performance in KCPE in public primary

schools in Chuka division in Tharaka-Nithi County ?

iv) What measures can be put in place to improve pupils’ performance in KCPE in

public primary schools in Chuka division in Tharaka-Nithi County?

The findings have been presented thematically with the themes developed from the

research questions. The themes are socio-economic and cultural factors affecting

pupil’s academic achievement as well as measures which can be put in place to

improve pupils’ performance in KCPE in public primary schools. The respondents

were the Head teachers, Deputy Head teachers, Teachers, Parents and Pupils.

36

4.2 Response Rate

The study administered the research instruments to head teachers, deputy head

teachers, teachers and class eight pupils. Overall 262 respondents took part in the

study with 78.0% return rate of the questionnaires.

4.3 Socio-Demographic Characteristics of the Respondents

The demographic profile provides information about the population structure, and

helps create a mental picture of the subgroups that exist in the overall population.

Researchers obtain demographic information from the study subjects to understand

sample characteristics and to determine if samples are representative of the

populations of interest (Kirton, 2000). Although demographic variables cannot be

manipulated, researchers can explain relationships between them and dependent

variables. In this study, the researcher investigated the respondent’s characteristics by

establishing their gender, age, academic qualification and experience, parent’s income

and occupation and education status.

4.3.1 Gender Distribution of the Respondents

The study sought to establish how the sample population was distributed by gender,

and enable cross tabulation of response in this light. Table 4.1 reveals how the study

subjects were distributed by gender.

37

Table 4.1: Gender Distribution of Respondents

Category of Respondent Male Female

N % N %

Head Teachers 10 71.0 4 29.0

Deputy Head Teachers 8 57.0 6 43.0

Teachers 24 53.0 17 47.0

Pupils 103 53.0 90 47.0

Total 145 117

According to the data shown on Table 4.1, majority (71.0%) head teachers were male

while 29.0% were female. The data also reveals that majority (57.0%) deputy head

teachers were male as compared to 43.0% females. The data further shows that

53.0% teachers were male as compared to 47.0% females. The data also indicates

that majority (53.0%) student’s respondents were boys as compared to 47.0% girls.

The gender disparity in favour of men in the teaching profession can be attributed to

the fact that women’s overall lower level of education, limited skills, and access to

productive, resources, heavy domestic workload, cultural attitudes and segregation of

the labour market are some of the factors associated with their limited participation in

the education sector. There was still lack of role models and harmful social-cultural

practices like FGM, early marriages for girls which are still rampant leading to low

transition rate to higher levels which were sources of teachers. This gender disparity

calls for an Affirmative and/or Positive Action to deal not only with increasing

women’s under participation in public and private sector institutions at all levels but

also address the twin issue of women’s entitlements and cultural barriers which are at

the root of their poverty and powerlessness. Dorsy (1989) concluded that the reason

for poor female gender representation in the teaching profession is simply because

women have generally lower qualification than men when it comes to the recruitment

of teachers.

38

Smith (2004) observed that the smaller number of female teachers was a global issue

and that the proportion of men within teaching ranks was increasing significantly. It

has also been speculated in some quarters that teacher’s gender affected the

performance of the child. Dee (2006) described two theories which suggested that the

performance of the child depended on the gender of the teacher. According to him

(Dee, 2006), one theory asserts that the teacher’s gender shapes communications

between teacher and pupil, while another says the teacher acts as a gender-specific

role-model, regardless of what he or she says or does. Dee further explained that the

second theory stipulated that students were more engaged, behaved more

appropriately, and performed at a higher level when taught by one who shared their

gender.

Results of studies on the influence of teacher’s gender on the child’s performance,

however, appear to be inconclusive. Some authorities cited by Smith (2004) had

claimed that there was a strong relationship between the gender of the teacher and the

academic achievement of the student. Among those who had taken this stance were

the Catholic Education Office (2002) and Education Queensland (2002). These had

assumed that boys suffered a disadvantage in primary schools due to the paucity of

male teachers and went further to campaign along with other protagonists (West, 2004;

Nelson, 2003) for increase in the number of male teachers in order to cushion the

effects of teacher gender imbalance in the schools. In this study however, the female

teachers were found to be fewer than male teachers. Krieg (2005) reported that a

number of findings had indicated teacher and pupils genders were correlated with test

outcomes. Furthermore, Dee (2005a; 2005b) had found that the same-sex teacher

indeed had an impact on student performance. Dee

39

(2006) again reported that his results confirmed that a teacher’s gender does have

large effects on student’s test performance. Based on his convictions concerning the

authenticity of his results, he went further to claim that girls have better educational

outcomes when taught by women and boys are better off when taught by men. On the

other hand, Holmlund and Sund’s (2005) results did not support the idea that a same-

sex teacher had a positive causal impact on student outcomes, measured in terms of

course grades in upper-secondary school. In other words, they found no strong

support for their initial hypothesis that a same-sex teacher improves student outcomes.

Krieg (2005) also found no evidence to support the hypothesis that the interaction of

student and teacher gender impacted upon test scores.

4.3.2 Age Distribution of the Respondents

The study sought to establish how the pupils were distributed in terms of age. The

data obtained is captured in Table 4.2.

Table 4.2: Age Distribution of Pupils

Age Interval Pupils

N %

10-14 80 41.0

Above 14 113 59.0

Total 193 100

Data shown on Table 4.2 indicates that majority (59.0%) the pupils in class eight that

participated were between 16 and 20 while rest 41.0% were between 10 to 15 years of

age. These results are not normal since the Kenya system of education is that pupils

40

join standard one at age six and by class 8 children are above 14 years old. Many

young children in Kenya start their education at the age of three or four years in a

nursery school or pre-school unit. However formal schooling begins at six or seven

years when pupils enter class 1 of the eight-year primary cycle. Those who pass this

cycle without interruption should enter the final grade and sit the KCPE examination

when they are 13 or 14 years of age. If the pupils are interrupted with the cycle of

education they stay a little longer in school. This information also shows that majority

of pupils were old enough and knowledgeable and could give valid and reliable

information on socioeconomic factors on pupils performance in KCPE.

4.3.3 Teachers Years of Service

The study sought to establish the length of service of teacher’s respondents and the

results are shown on Table 4.3.

Table 4.3: Teachers Years of Service

Year Interval Head Teachers Deputy Head

Teachers

Teachers

N % N % N %

Less than 1 year 1 7.1 1 7.1 5 12.0

1-5 years 6 42.9 3 21.4 14 34.0

6-10 years 3 21.4 5 35.7 12 29.0

11-15 years 1 7.1 1 7.1 3 7.0

Above 15 years 3 21.4 4 28.6 7 17.0

Total 14 100 14 100 41 100

41

The findings on Table 4.3 show that majority (42.9%) head teachers, have had 1-5

years of service while 35.7% deputy head teachers had 6-10 years of service.

Majority (34.0%) of the teachers were found to have had between 1-5 years of service.

These findings therefore, reflect that teachers’ were reasonably experienced and

therefore capable of handling curriculum and guiding students towards good

performance but also may reflect the effect of teacher efficiency on academic

achievement. Pupil’s performance is to some extent influenced by teachers experience

with the subject matter.

Teacher experience has a significant effect on pupil performance in primary schools

according to Stringfield and Teddlie, (1991). According to their findings teachers

have a richer background of experience to draw from and can contribute insight and

ideas to the course of teaching and learning, are open to correction and are less

dictatorial in classroom. Furthermore, more experienced teachers are considered to be

more able to concentrate on the most appropriate way to teach particular topics to

learners who differ in their abilities, prior knowledge and backgrounds

(Stringfield&Teddlie, 1991). Ferguson (1991) reveals that at the high school level,

students taught by teachers with more than nine years of experience had significantly

higher test scores than students whose teachers had five to nine years of experience.

4.3.4 Academic Qualifications

The study sought to establish the academic qualifications of teachers and the data in

Table 4.4 reveals the findings

42

Table 4.4: Teachers’ Academic Qualification

Qualification Head Teachers D/Head Teachers Teachers

N % N % N %

B.Ed degree 2 14.3 0 0 6 14.0

Diploma 12 85.7 14 100 8 20.0

P1 certificate 0 0 0 0 27 66.0

Total 14 100.0 14 100.0 41 100.0

The results shown on Table 4.4 indicate that majority (100%) of the head teachers,

had a certificate and above. All the deputy head teachers who participated in the

study were found to be holders of diploma certificate. The study also found that

majority (66.0%) of other teachers was P1 certificate holders while others (20.0%)

and 14.0%) had diploma and bachelor of education holders. The findings imply that

the teachers had the requisite qualification to teach the pupils in primary schools.

Hammond (1998) defines a well qualified teacher as one who is fully certified and

held the equivalent of a major in the field being taught. Although the formal

qualification of teachers in Kenya is an important indicator for their knowledge and

competence in teaching, it has only limited utility in analyzing how well prepared

teachers are for what they have to teach in schools. (Owoeye and Yara, 2011)

suggests that the availability of enough qualified teachers is a determinant for pupils’

academic performance in KCPE. Maundu (1986) concluded that there was a

significant correlation between teacher qualification and pupil performance in KCPE

in Kenya. The good performance was attributed to excellent instructions given by

qualified teachers in addition to other inputs. Akinsolu (2010) asserts that availability

of qualified teachers determines the performance of students in schools. However,

43

Morumbwa (2006) carried out a study on the factors affecting performance in KCPE

in Nyamaiya Division of NyamiraDistrict in Kisii County, Kenya and found that the

teachers’ academic qualifications professional qualifications and administrative

experience does not affect school performance in KCPE. Further studies exploring the

effect of teachers’ academic qualification on pupils’ performance in KCPE would

shed more light as a result of emerging mixed findings.

4.4 Social Factors Affecting Pupil’s Performance in KCPE

Objective one was to determine social factors that affect pupil’s performance in

KCPE in public primary schools in Chuka Division of Meru South District in Tharaka

Nithi County. The responses obtained are shown in table 4.5.

Table 4.5: Responses on Social Factors Affecting Pupils Academic Performance

Factor Number Percentage

Indiscipline 84 32.0

Substance abuse 50 19.0

Pregnancy 53 20.0

Perceived gender roles 2 1.0

Unexplained reasons 42 16.0

Sickness 16 6.0

Failure to adjust to school environment 4 2.0

Family breakups 3 1.0

Lack of interest in school 8 3.0

Total 262 100.0

44

The results shows that the social factors affecting pupils academic performance

were:indiscipline (32.0%), substance abuse (19.0%), pregnancy (20.0%), perceived

gender roles (1.0%), unexplained reasons (16.0%), sickness (6.0%), failure to adjust

to school environment (2.0%), family breakups (1.0%) and lack of interest in school

(3.0%). Therefore, according to the head teachers, deputies and teachers and the

pupils the above factors were the main cause of poor performance in primary school

in Chuka Division of Meru South Sub-County in Tharaka-Nithi County.

Kiveu and Mayio (2009), Mbani (2008), Eshiwani (1983) and Njau (1997) identified

sickness, absenteeism, pregnancy and indiscipline as the leading causes of pupil’s

poor performance in primary schools. For example, a study carried out by Mbani

(2008) in Mombasa revealed that once girls get pregnant they drop out of school and

some end up in early marriage. Njau (1997) revealed that the relationship between

school enrolment and girls‟ experience in reproductive events is more complex today

than in the past due to the rising adolescent time being spent in school and inadequate

guidance and counseling. When girls reach puberty, they face the risk of sexual

coercion, unwanted pregnancy and early marriages that may interfere with their

academic performance and force them to drop out of school. Eshiwani (1983) pointed

out that sick learners may spend most of their time away from school or seeking

medication which may lead to low performance.

Glewwe and Jacoby (1995) who investigated how child health/nutrition affected

young children said nutrition related sickness affect the young age at which children

are in primary school. As result some parents do not sent their children to school at

the appropriate age because parents/guardians do not think they are physically ready.

45

This finding concurs with those of (Alderman et al, 2001), who studied children in

rural Pakistan. They stated that child health/nutrition had a greater impact on

children’s academic performance. Research by Pridmore, (2007) indicates that

school-aged children who suffer from protein-energy malnutrition, hunger, or who

lack certain micronutrients in their diet do not have the same potential for learning as

healthy and well-nourished children. Studies suggest that these children attend school

less frequently, are more likely to repeat grades, drop out early and fail to learn

adequately due to poor levels of attention, low motivation and poor cognitive function

(Pridmore, 2007).

4.5 Economic Factors Affecting Pupil’s Performance in KCPE

Task two was to find out economic factors that affects pupil’s performance in KCPE

in public primary schools in Chuka Division of Meru South District in Tharaka-Nithi

County. The findings are shown on Table 4.6.

Table 4.6: Pupils Distribution of Marks in Five Joint Evaluation Tests year 2013

Mean Grade N %

100-200 14 7.0

201-300 148 77.0

301-400 28 15.0

401-500 3 1.0

Total 193 100.0

Source: field data from school records

46

The findings in Table 4.6 show that majority (77 %) of the pupils scored between 201

and 300 marks in joint evaluation test commonly known as mocks. From the study

findings it was established that the percentage of pupils that scored proficient (quality)

marks that is between 401 and 500 that would enable them get admitted to national

schools were only 1.0%. Pupils who scored marks that would see them get admitted to

provincial school cadre were 15.0%.This is poor performance. It was therefore

imperative to determine if there was a correlation between the scores attained and

socio economic status.

In this study, socio-economic status of parent (that is father, mother and guardian)

were first established and the results cross tabulated with pupils scores in joint

evaluation test to establish the influence of socio-economic status on academic

achievement. The data was analyzed in two stages. The first stage involved

formation of socio-economic classes and distribution of achievement scores done. The

second stage involved determining correlation coefficients to find if a relationship of

marks and socio-economic status existed. The detail of the distribution of parents

social classes according to obtained scores determined from the evaluation of parents

income, education and occupation, is shown in Table 4.7.

Table 4.7: Breakdown of Social Classes According to Scores on Measures of

Social Economic Status

Socio-economic classes Frequency Percentage

High SES

Middle SES

Lower SES

42

58

93

22.0

30.0

48.0

Total 193 100.0

47

Table 4.7 indicates that in the selected sample 22.0 % of pupils were from the upper

class (high socio-economic status), 30.0 % of the pupils were from Middle SES and

48.0 % were from lower SES. So the majority of the pupils belonged to lower socio

economic class. This also indicates that a majority of pupils of lower SES are

studying in public primary schools in Chuka division.

The academic achievement of the pupils’ was measured by the marks obtained in

class eight joint evaluation test held in 2012. The sampled pupils’ achievement scores

were categorized as shown on Table 4.10. When the pupil’s scores were cross

tabulated with the parents SES, the results reflected a relationship. Majority of the

pupils from the lower SES were found to have scored below 300 marks. Pearson

correlation was used to test whether there was a significant association between

parental SES and pupils’ performance and the results have been presented in Table

4.8.

Table 4.8: Correlation between Parental SES and Pupil Performance

SES Pupils performance

Parents SES Pearson Correlation .060

Sig. (2-tailed) .633

N 193

A correlation coefficient of 0.06 obtained implies that there was no significant

association between parental SES and pupils’ performance. This means that the

majority of the pupils from the lower SES whose academic score in the joint

evaluation test was below and above 300 marks cannot be attributed to their lower

48

SES. This finding also indicates that pupils from across the social classes can have

varied academic performance and that there could be other underlying reasons for this

other than parent’s socio economic status. The results of this study are consistent with

Hardy (2006) findings shows that, it is not the socio-economic status of one particular

individual that determines his/her academic success. Hardy (2006) further showed

that test scores of pupils from disadvantaged social class performed remarkably

similar when they study from similar schools.

This study obtained details of education background of family members and the

information captured is provided in Table 4.9.

Table 4.9: Family Member’s Education Background

Levels and variables

Responses

Low SES

F (%) n=93

Middle SES

F (%) n=58

High SES

F (%) n=42

P G S P G S P G S

School

attendance

status

At school

Left School

Never went

to school

0(0)

14(15)

7(8)

0(0)

10(11)

2(2)

17(18)

6(6)

3(3)

0(0)

6(10)

0(0)

0(0)

9(16)

0(0)

16(28)

8(14)

0(0)

0(0)

2(5)

0(0)

0(0)

6(14)

0(0)

4(10)

1(2)

0(0)

Highest

formal

level of

schooling

completed

Primary

Secondary

College

University

9(10)

6(6)

0(0)

0(0)

4(4)

1(1)

1(1)

0(0)

7(8)

3(3)

2(2)

1(1)

0(0)

10(17)

4(7)

1(2)

0(0)

1(2)

2(3)

1(2)

0(0)

2(3)

2(3)

2(3)

1(2)

3(7)

0(0)

5(12)

0(0)

2(5)

1(2)

2(5)

0(0)

5(12)

3(7)

7(17)

Key: P = Parents; G = Guardian; Siblings: Figures in brackets are percentages while

the rest are frequency counts.

49

The data on Table 4.9 indicate that majority (15%) parents and 11% guardians in the

lower socio-economic status had left school while 18% siblings were still in school.

Eight percent parents, 2% guardians and 3% siblings in the low SES had never gone

to school. The study further established that the highest formal level of schooling

reached by majority of the parents (10%) was primary school while 4% of the

guardians and 8% of the siblings had reached a similar level of formal schooling. Six

percent, 1% and 3% of the pupils from the lower socio-economic status that

participated in the study reported that the highest level of formal schooling reached

and completed by their parents, guardians and other siblings was secondary school

while 1% and 2% most of the members in the family had reached college level in

formal schooling. Only 1% of the pupils reported having members whose highest

formal level of schooling was university.

School attendance status of family members in the middle SES revealed that majority

(28%) sibling were still in school, while 10% parents, 16% guardians and 14%

siblings had left school. The study established that parents, guardians and siblings

who were able to reach college level schooling were 7%, 3% and 3% respectively

compared to a smaller number of those in the lower socio-economic status. The study

also found that family members in the middle socio-economic status had gone to

university and completed university education.

Parents in the category of high SES were found to have higher education level than

their counterparts in the middle and lower SES. As indicated by the data, 12%

parents, 5% guardians and 17% siblings had completed university education. Results

of parents’ education level from the low, middle and high socio economic

50

backgrounds were cross tabulated with pupils’ scores in joint evaluation test to

establish the general trend in achievement. Results from cross tabulation revealed that

there was relatively weak linkage between pupils’ academic achievement and their

parents’ education level. The results showed that parent’s educational status had little

influence on the academic achievement of the pupils. The result revealed that the

differences in educational background of parents did not contribute to a significant

difference in the academic achievement of their children. Pupils were classified into

three groups, low, medium and high social economic status on the basis of parents

education.

The educational status of both parents and guardians was taken depending on whether

they attended formal schooling, or completed primary, high school or college

education.

Though a weak positive correlation was achieved after cross tabulation of parents’

education and academic achievement of pupils, it was not clear whether education

level of parent can be said to be a powerful factor influencing pupil’s academic

achievement. This is especially so as pupils from families with parents with low

educational backgrounds were found to compare fairly well with those from families

whose parents educational background was good. This illustrates that in terms of

socio-cultural factors, parents’ level of education influences the pupils’ performance

in school because if a parent is not educated or has inadequate education, he or she

may not be knowledgeable of dynamics in education sector which directly affect the

performance of their children. A parent who is not educated may not be in a good

position offer appropriate advice or to assist their children in their studies. The study

51

findings are in tandem with argument by Ngatiari (2011) who posited that level of

parents education enhance children’s learning and overall achievement thus educated

parents encourage and support their children to obtain good education. Ayoo (2002)

found that unlike uneducated parents who do not attach much value in education,

educated parents enhance the children’s academic achievement.

The study further probed the social component by establishing the level of parental

involvement in academic activities of pupils and whether this influenced learning

outcomes. When asked whether parents participated in schools academic activities all

100% head teachers responded affirmatively. When asked whether the education

level of parents and their participation in school academic activities helped pupils

achieve academically, 71.4% said yes, and 28.6% said no. Musgrave (2009)

established that parents who visit the pupils in school and participated in school

activities encouraged their children to do better.

The other measure of parental socio economic status that this study tried to establish

was whether parents’ occupation influences pupils’ academic achievement. This study

had conceptualized that parents occupation would be a significant variable to

determine the economic status of parents. In essence, parents with good occupation

results in better support for the learner. The study first sought to establish parents’

occupation in the sample population and sought to establish the effect this had on their

children’s academic achievement. On the basis of information collected from pupils

regarded as key informants, the results obtained are captured in Table 4.10.

52

Table 4.10: Details of Parents Occupation

Variabl e Responses

Low SES

F (%) n=93

Middle SES

F (%) n=58

High SES

F (%) n=42

F M G F M G F M G

n= 40 n= 40 n= 13 n= 25 n= 25 n= 8 n= 19 n= 20 n= 3

Occupation Peasant

farmer

Small scale

business

Manager

Civil servant

19(20)

13(14)

0(0)

8(9)

30(32)

6(6)

0(0)

4(4)

9(10)

3(3)

0(0)

1(1)

7(12)

4(7)

0(0)

14(24)

5(9)

3(16)

1(2)

16(28)

0(0)

4(7)

0(0)

4(7)

1(2)

1(2)

5(10)

12(29)

0(0)

10(24)

3(7)

7(17)

0(0)

0(0)

0(0)

3(7)

Terms of

service

Permanent

Temporary

Casual

Self

8(9)

0(0)

0(0)

32(34)

4(4)

0(0)

0(0)

36(39)

1(1)

0(0)

0(0)

12(13)

4(7)

0(0)

0(0)

11(20)

17(9)

0(0)

0(0)

8(14)

4(7)

0(0)

0(0)

4(7)

17(40)

0(0)

0(0)

2(5)

10(24)

0(0)

0(0)

10(24)

3(7)

0(0)

0(0)

0(0)

Employer GOK/PSC

Private sector

NGO/FBO/

CBO Self

3(3)

4(4)

1(1)

32(34)

2(2)

1(1)

1(1)

36(39

1(1)

0(0)

0(0)

12(13)

14(24)

0(0)

0(0)

11(20)

16(28)

1(2)

0(0)

8(14)

4(7)

0(0)

0(0)

4(7)

12(29)

5(10)

0(0)

2(5)

7(17)

3(7)

0(0)

10(24)

3(7)

0(0)

0(0)

0(0)

Key: F = Father; M = Mother; G = Guardian: Figures in brackets are percentages

while the rest are frequency counts.

From the data presented on Table 4.10 it can be seen that the occupation of most

parents in the low SES were peasants. A smaller number did small scale business

while others were civil servants. Similar findings were revealed from parents in the

middle socio economic status. As the data indicated, parents in the high social class

53

were better-off as most of them were civil servants and managers. These occupations

are commensurate with high pay. The study established that most employed parents

worked on permanent terms of service while the rest were self-employed. It emerged

that majority of the parents worked for the public service (government) while others

worked for the private sector. Head teachers responses reflected that most parents

were peasant farmers. Head teachers further reported that among the categories of

parents, those in the civil service engaged their children in academic activities.

Kombo (1988) in his study found out that parental occupation are among the factors

that had important effects on pupils’ academic performance.The responses obtained

from the pupils also indicated that when they were asked whether the parent's

occupation affects pupils’ performance in KCPE, most of them responded in the

affirmative. In addition, the pupils noted that their parents engaged in lowly paying

jobs that made them incapable of supporting the education of their children in terms

of payment of other school levies which leads to absenteeism of pupils from school

and this may ultimately lead to poor performance. The view that the parent's

occupation affected pupils KCPE performance was shared by the teachers. Like the

pupils, the teachers noted that some occupations cannot support education in terms of

financing while others deprive the parents’ time to follow up the progress of their

children in school.

Person correlation coefficient was computed to determine whether a relationship

between parent’s occupation and pupil’s academic achievement existed. A correction

coefficient of r = 0.45 at 0.05 level of confidence reflected a positively weak

correlation indicating that pupils’ academic achievement is not significantly

influenced by parents’ occupation. These findings differs with Shittu (2004) who

54

found out that poor parental care with gross deprivation of social economic needs can

contribute towards poor performance. Ndiritu (1999), found that the socio-economic

background influenced academic performance and that children from poor families

are more involved in labour.

This study sought to establish the influence of parental income on pupil’s academic

achievement in KCPE. To gather data about parent’s income and establish how this

affected pupils’ academic achievement, questionnaire items to probe parent’s main

source of income, average monthly income, and amount of levies paid by a pupil per

term and income stability was developed. The pupils were asked to take the

questionnaire to their parents/guardians and return them when filled. The information

gathered from pupils provided a means to explain how parent’s income influenced

academic achievement based on socio economic classes identified by the study.

Details regarding aspects of parents income investigated are shown in Table 4.11.

55

Table 4.11: Parents Income and Related Aspects According to Their Children

Levels and Variables SES Category

Low Middle

High

n =93

n = 58

n = 42

F (%) F (%) F (%)

Main income source:

Father

Mother

Guardian

Peasants Farming 60 (65.0)

Peasants Farming 20 (22.0)

Peasants Farming 10 (13.0)

Farming 25(43)

Farming 25 (43)

Salary/ business

8(14)

Salary 19(45.2)

Salary 20(47.6)

Salary/ business

3(7.2)

Monthly income:

Below 10,000

10,000 – 25,000

Above 25,000

93

(100)

-

-

-

58 (100)

-

-

-

42 (100)

Term levies:

Below 500

500 – 1000

Above 1000

42

36

15

(45)

(39)

(16)

13 (22.4)

36 (62.1)

9 (15.5)

6 (14.3)

8 (19.0)

28(66.7)

Ability to pay

statutory levies:

Very stable

Stable

Unstable

Very unstable

32

61

0

-

(34)

(66)

(0)

8

24

19

7

(14)

(41)

(33)

(12)

23 (55)

17 (40)

2 (5)

-

Ability to buy learning

resources:

Incomes enables parents

buy learning resources

Income level does not

allow parents to buy

learning resources

23

70

(25)

(85)

37

21

(64)

(36)

39 (93)

3 (7)

Figures in brackets are percentages while the rest are frequency counts.

56

The study established that the main source of income for parents in the lower

socioeconomic category was farming. Farming and business provided income for

majority of the parents in the Middle SES category while most parents in the high

SES category had their main source of income being salary. This implies that the

main source of income for parents was farming. Pupils’ scores from the document

analysis proforma were used to establish whether indeed those whose parents were

farmers had poor educational outcomes. There was no statistical evidence in this

study that showed pupils from Middle and higher SES outperformed those from low

SES, since pupils in this category also appeared to get quality outcomes. Bowden and

Doughney (2011) differ by asserting that children who have a higher socio-economic

status were more likely to aspire to higher education.Engir-Demir (2008) on the other

hand found that pupils with low socioeconomic status and poor backgrounds tend to

get low school performance.

This study examined the utility for defining pupils’ socio-economic status by using

family income. The findings of this study as revealed in Table 4.15 shows that the

average monthly income for majority of the parents in the low SES per month was

below Kenya shillings 10, 000, middle SES was between 10, 000-25,000 and that of

higher SES was above 25,000. After conducting a bivariate correlation using SPSS, a

correlation coefficient of 0.69 at 0.05 level of confidence was obtained indicating a

positive correlation between parental income and pupils’ academic performance. The

results imply that pupil’s academic performance is likely to be influenced by parental

income. Walpole (2003) found that pupils from low socio-economic families were

less engaged in academics because they worked more and studied less than pupils

from high socioeconomic families. Low socio-economic pupils also were less likely

57

to participate in pupil study groups. Furthermore, both Walpole and Titus’ (2006)

studies suggested that primary school pupils from high-income families outperformed

pupils from low-income families academically by final exams.

The results in Table 4.11 further shows that majority (45%) of the pupils from low

SES parents category paid below Kenya shillings 500 as fees per term as school levies

compared to 62.1 % under the middle level class that paid between Kenya shillings

500 and Kenyan shillings 1000. Pupils in the upper SES category paid above Kenyan

shillings 1000. Pupils in lower socio economic backgrounds are at greater risk of

educational disadvantage as they are likely to be absent from school due to lack of

fees.

Absenteeism is one of the factors that can affect learning outcomes.

The study further established that income levels of the family had effects on the

choice of school. When pupils were asked to state whether parents income had

influence on their choice of school, majority of pupils from across the socio economic

backgrounds responded affirmatively as reflected by 77.5 % responses from pupils in

low SES, 39 % from Middle level and 36 % high SES level. This therefore qualifies

the idea that choice of school is largely influenced by finances and the overall school

performance in high stake examinations.

When pupils were asked their opinion on whether parents bought them learning

resources, a majority (66 %) from the low SES indicated that their parent’s low

income levels could not allow them to buy all the necessary learning resources. Sixty

four percent of the pupils from middle SES reported that their parents were capable of

58

buying learning resources. Similar responses were elicited from 93 % of pupils from

the high SES. This implies that pupils from low SES faced challenges in obtaining

essential learning resources which may impart negatively on their academic

achievement.

The study established that according to their children, majority (50.8 %) of the parents

in low SES had unstable source of income as compared to 41 % parents in middle

SES and 55 % in high SES that have stable and very stable incomes respectively. As

stated earlier in this study, most parents belong to the low SES class. The source of

family income is unstable for this population. It was earlier established that according

to their children, majority of the parents in this social class depend on subsistence

farming. The income generated from farming is quite unreliable in the study area due

to unreliable rainfall. This provides the rationale for unstable income source of

majority of the parents in the low SES. The implication of this finding is that most

parents are unable to pay statutory fees and buy learning resources for their pupils.

This translates to low academic outcomes for majority of the pupils in public

secondary schools in the district.

This study sought to find out whether school factors such as physical location, status

and category, size, and adequacy of instructional resources had an influence on pupils

performance in KCPE. To collect data about school factors, the pupils and head

teachers’ questionnaire had items that sought to establish school location, status,

category, size, sponsor and status of physical facilities. The head teachers were

required to provide pertinent information regarding the variables of school type and

thus responses compared with those of pupils and other respondents. The

59

characteristics of school type were used to establish whether they influenced pupil’s

academic achievement. The data obtained from a population of 262 respondents that

included teachers and pupils is classified in Table 4.12.

Table 4.12: School Characteristics

Variables Variable Description Frequency %

Location Arid & semi-arid/and (ASAL)

Rural –low agriculture

Rural –medium agriculture

Rural – high agriculture

Urban area

67

0

195

0

0

26.0

0.0

74.0

0.0

0.0

Status Mixed boarding Mixed

day

1

261

0.4

99.6

Size Single stream

Double stream

Three streams

Four streams

261

1

0

0

99.6

0.4

0.0

0.0

Sponsor Protestant

Catholic

Muslim

260

2

0

99.2

0.8

0.0

Classrooms Adequate

Inadequate

189

73

72.0

28.0

Library Adequate

Inadequate

Not applicable

0

0

262

0.0

0.0

100.0

Workshop Adequate

Inadequate

Not applicable

0

0

262

0.0

0.0

100.0

Toilets Adequate

Inadequate

3

259

1.1

98.9

60

Results shown in Table 4.12 indicate that majority (74.0%) of the primary schools in

Chuka division were located in a rural–medium agricultural area while 26.0% were

located in ASAL areas. Mixed day primary schools represented the majority (99.6%)

while mixed boarding schools represented 0.4%. Majority of the schools were single

streamed. The study further, established that majority (99.2%) of the schools were

protestant sponsored as compared to 0.8 % Catholic sponsored. While classrooms in

these schools were found to be adequate, toilets were inadequate and that schools did

not have libraries and workshops.

The variables of school characteristics were cross tabulated with parent’s SES and it

was found that pupils academic achievement were not significantly different. This

does not concur with Rumborgos and Palardy (2005), Sirin (2005), and Sander (2001)

who observed that the type of school has implications on pupils’ academic

achievement. The researcher used Multiple Regression to calculate the independent

contributions of each of the variables of school characteristics to pupil’s academic

achievement and the cross tabulation results are shown in Table 4.13.

Table 4.13: Multiple Regression Coefficients (β-coefficients) by School

Characteristic Variables against Pupils Academic Performance

School factors β-Coefficient T Sig

Location

Status

Category

Size

Sponsor

Classroom adequacy

Toilets adequacy

-0.059

-0.162

-0.871

-0.974

-0.328

0.160

0.170

-0.319

-0.799

4.500

5.045

-0.302

0.880

-1.028

0.750

0.425

0.000

0.000

0.650

0.350

0.306

61

Table 4.13 data shows the regression coefficients of the independent variables to

academic achievement. The statistics attempt to determine whether the school

characteristic variables together predict pupils’ academic achievement. A β-

coefficient value near zero indicates no correlation between the independent and

dependent variables in this case school factors and performance in KCPE. Regarding

the best predictor that positively influences academic achievement are the size of the

school (β =.974). When the size of school is big and teachers are a few attending to

each need of the pupil becomes a problem which may lead to low academic

performance. Adequacy of crucial facilities like classrooms (β =.160) and toilets (β

=.170). From the findings classroom and toilets have no much effect on the

performance in KCPE. This somehow concurs with Nkinyangi (2003) and Katunzi

and Ndalichako (2004) findings that the school physical facilities such as clasrroms

and toilets have no effect of performance. The results of the study implies that the

location of the school and the sponsor were significant predictors of academic

performance. Schools located in remote areas may lack basic education resources.

School sponsors are involved in pastoral programmes, as well as guidance and

counseling that influence academic achievement. On the other hand school status,

classroom and toilet adequacy have no significant direct influence in pupils academic

achievement. This may be supported by the argument that there are schools with few

classrooms and toilets, yet the performance of learners are good (Katunzi and

Ndalichako, 2004).

62

4.6 Cultural Factors Affecting Pupil’s Performance in KCPE

In relation to cultural factors, the responses obtained are captured in Table 4.14.

Table 4.14: Cultural Factors Affecting Pupil’s Performance in KCPE

Factor Frequency Percentage

Initiation and cultural practices 120 46.0

Early marriages 110 42.0

Lack of community support 32 12.0

Total 262 100.0

According to the respondents, initiation and cultural practices were the main cultural

factors contributing to low academic achievement of pupils in KCPE. Early marriages

and lack of community support ranked second and third factors affecting pupil’s

performance in KCPE in Chuka division. From the findings, community seems not to

support girls’ child education due to some cultural practices like initiation and early

marriages. Similar findings were generated in a study conducted by Yara and

Ndirangu (2012) in Loitokitok District of in Kajiando County. Kenya that sought to

investigate the Determinants of Female Students’ Performance in Primary Schools

and found that female genital mutilation and male circumcision had an effect on the

academic performance especially for female students. It also concur with a study

carried out by Wanyoike (2003) in Samburu which found that some students

especially girls at the tender age of 13 years ended up in early marriages and some

may opt not to come back to school. This disadvantages the girls as the boys are left

to continue with their education. Some of the parents give preference to boys’

education and thus are biased towards supporting girls’ education in the same way.

63

This affects girls schooling as they are more often engaged in household chores that

makes them miss classes which affects their academic performance.

4.7 Measures to Improve Pupil’s Performance in KCP E

The fourth objective sought to identify measures that can be put in place to improve

pupil’s performance in KCPE in public primary schools in Chuka division. The

qualitative responses obtained from teachers and pupils are presented on Table 4.15.

Table 4.15: Teachers Views on Measures to Improve Pupil’s Academic

Performance in KCPE

Strategies SA % A

%

UN % D

%

SD %

i) Involve all stakeholders in solving social-

economic challenges in the community

71.4 14.3 9.5 4.8 -

ii) Promote discipline of the pupils 80.9 14.3 4.8 - -

iii) Lobby the community to shun social-cultural

beliefs such as social bias against girls in

education provision

85.7 9.5 4.8 - -

iv) Lobbying the government and NGOs to assist

poor families so that they can educate their

children

52.3 42.9 4.8 - -

v) Lobby the community to stop engaging

pupils in home-related economic activities

such as picking Miraa that affect academic

performance negatively

66.7 14.3 9.5 9.5 -

64

The study revealed that 71.4 % of the teacher respondents strongly agreed that

involvement of all stakeholders in solving social-cultural and economic challenges in

the community would be an effective strategy in improving pupils’ performance in

KCPE, 14.3% on the other hand agreed 9.5% were undecided while 4.8 disagreed.

Bingeon (2005) recommended the need to involve opinion education stakeholders in

community sensitization against retrogressive cultural practices that impede

education progress of children.

The study further established that 95.2% of the teachers both strongly agreed and

agreed that various strategies to promote pupils discipline may lead to improved

academic performance in KCPE. The rest 4.8% were undecided. Abdinoor (2012)

recommend that the head teachers should strive to instill discipline in the students and

to constantly supervise the work of teachers to ensure quality teaching.

The findings also show that majority 85.7% teachers strongly felt that the community

can be lobbied to shun social-cultural beliefs such as social bias against girls in

education provision. Heinonen (2002) recommend that since the effects of economic,

social and cultural factors, in education are in complex interaction and play their part

in determining access to and success in education, both for boys and girls should be

protected from discrimination. There is an urgent need to reverse this trend of social

bias against girls in education provision because gender parity is one of the

Millennium Development Goals (MDGs) that Kenya is a signatory to. Failure to do so

would make the area lag behind in terms of development since women are key players

in economic advancement of any modern society.

65

The findings from the teachers’ responses further show that 52.3 and 42.9 percent

agreed that lobbying in the government and NGOs to assist poor families so that they

can educate their children can be done as a strategy to improve pupils’ academic

performance. Similar suggestion were obtained from 66.7% respondents who

strongly agreed that the community can be lobbied to stop engaging pupils in home-

related economic activities such as picking and using miraa that affect academic

performance negatively.

An item was included in the pupils’ questionnaire that sought to establish the

strategies that the pupils would provide on how to improve academic performance in

KCPE and the results obtained are presented in Table 4.16.

Table 4.16: Pupils views on measures to improve academic Performance in

KCPE

Strategies SA % A

%

UN % D

%

SD %

i) Involve all stakeholders in solving social-

cultural and economic challenges in the

community

88.6

6.4

1.3

1.7

-

ii) Promote discipline of the students 84.8 6.4 4.2 4.6 -

iii) Lobby the community to shun social-cultural

beliefs such as social bias against girls in

education provision

92.0

2.1

2.5

3.4

-

iv) Lobbying the government and NGOs to

assist poor families so that they can educate

their children

75.9

13.1

8.0

3.0

-

v) Lobby the community to stop engaging

pupils in home-related economic activities

such as picking miraa that affect academic

performance negatively

86.5

12.7

0.8

-

-

66

From the study findings, the same strategies were identified pupils such that88.6% of

the pupils strongly agreed that the academic performance can be improved by

involving all stakeholders in solving social-cultural and economic challenges in the

community. This shows that there can be improved academic performance in KCPE

in Chuka division if all stakeholders are involved in solving social-cultural and

economic challenges in the community. The sentiments by the pupils seem to concur

with the teachers’ findings and therefore may be construed to be a strategy that may

be employed to improve pupils’ performance in KCPE. The pupils’ response

regarding promoting pupils discipline as a strategy to improve pupil’s academic

performance in KCPE also concurs with the teachers findings. The pupils were also in

agreement with the teachers’ suggestion that the community can be sensitized to shun

social-cultural beliefs and practices such as initiation and cultural practices.

The results from pupils and teachers reveal that pupils academic performance can be

achieved by lobbying with the government and NGOs to assist poor families so that

they can educate their children and help the community to stop engaging pupils in

home related economic activities such as picking miraa (khat) that affect academic

performance negatively

67

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter presents a summary of the main study findings, are conclusions and

recommendations. The study also offers suggestions for further research.

5.2 Summary of the Study

This study investigated the effect of socio-economic factors on pupil’s performance in

KCPE in Chuka Division, Meru South District, Kenya. The main findings have been

presented according to the study objectives.

5.2.1 Social Factors Affecting Pupils Performance in KCPE in Chuka Division

The most significant social factors affecting pupil’s performance in KCPE cited by

the respondents were indiscipline, substance abuse, pregnancy, unexplained reasons,

lack of interest in school and sickness according to the competence of the groups.

5.2.2 Economic Factors Affecting Pupils Performance in KCPE In Chuka

Division

The most significant economic factors affecting pupils performance in KCPE in

Chuka division that were established included failure to pay other school levies. Even

though the government is providing money for free primary education, most pupils

fail to raise the levies charged hence miss classes when they are sent away and their

performance is not satisfactory due to absenteeism.

68

The study established that the main source of income for parents in the lower socio

economic background was peasant farming, while farming and business were the

main source of income for majority of parents in the middle socio economic status. It

emerged that the main source of income for parents in the high socio background

status was salary. There was no statistical evidence to show that pupils in any of the

socio economic backgrounds outperformed the others. Pupils in all the social classes

seemed to score relatively similar grades. A bivariate correlation using SPSS however

obtained a correlation coefficient of 0.69 indicating quite strong relationship between

parental income and pupils’ achievement .This implies that academic achievement is

likely to be influenced by parental income.

A cross tabulation of parents’ educational level from the low, middle and high socio

economic backgrounds, established a relatively weak linkage between pupils’

academic achievement and parents’ educational status. This implies that differences

in educational background of parents did not significantly influence pupil’s academic

achievement. This was especially so as pupils with poor parents were found to

compare fairly well with those from rich parents. The study further established a

positively weak correlation between parent’s occupation and pupil’s academic

achievement.

5.2.3 Cultural factors affecting pupils performance in KCPE in Chuka division

Initiation and cultural practices like, early marriage and community support emerged

as the main cultural factors contributing to low academic achievement of pupils in

KCPE in Chuka division. The research found out that, the community encourages

early marriage thus forcing girls to drop out of school in primary level. Even those

69

who complete primary level have no hope to continue with studies which leads to

poor performance in KCPE. The community is less concerned with education for both

male and female. From the findings it is clear they don’t pay the required levies in

time for smooth running of education. A number of students are away from school

most of the time thus, affecting their academic performance in KCPE.

5.2.4 Measures to Improve Pupil’s Performance in KCPE

The main remediation measures to poor performance in KCPE that the study

established were: Involve all stakeholders in solving socio-economic challenges in the

community, Promote discipline of the pupils, lobby the community to shun social-

cultural beliefs such as social bias against girls in education provision, lobby the

community to stop engaging pupils in home-related economic activities such as

picking miraa that affect academic performance negatively and Lobbying with the

government and NGOs to assist poor families so that they can educate their children.

5.3 Conclusion

Based on the findings of this study the following conclusions were made:

With regard to objective one about social factors that affects pupil’s performance in

KCPE in public primary schools in Chuka division, the study concluded that

indiscipline, substance abuse, pregnancy, unexplained reasons, lack of interest in

school and sickness were factors affecting pupils’ performance negatively. Factors

such as pregnancy and early marriages were established to be significant social

determinants of poor performance.

70

Economic factors that affects pupil’s performance in KCPE in public primary schools

in Chuka division, the study concluded that failure to pay other school levies probably

due low family incomes contributed to pupil’s absenteeism therefore affecting their

performance. This implies that academic achievement of pupils is likely to be

influenced by parental income.

The cultural factors affecting pupil’s performance in KCPE in Chuka division, the

study concluded cultural practices like initiation that makes the children feel that they

are mature and they don’t need to obey the teachers, early marriages and lack of

community support were the main factors affecting pupil’s performance in KCPE in

the study area.

Measures that can be put in place to improve pupils performance in KCPE in public

primary schools in Chuka division, the study concluded that increase of government’s

funding to schools to enable them acquire more instructional resources and amenities,

learners motivation and remedial instruction for pupils from low socio-economic

status would help in improving pupils performance.

5.4 Recommendations

Based on the study findings the researcher recommends that:

The researcher recommends that the school management committee addresses the

social barriers to education by ensuring that social biases against girls in primary

school are zero rated. On the other hand parents should be sensitized to reduce gender

biases against girls so as to enhance retention in school This will in return enhance

their academic performance.

71

The economic factors impacting negatively on the academic performance of the

pupils in the primary schools can be alleviated by the Government through

implementation of policies that promote equal education opportunities such as EFA

and increase capitation for children in areas affected by poverty and economic

marginalization. The government and NGOs can also assist poor families so that they

can educate their children and conduct campaigns aimed at creating awareness on

community members to stop engaging pupils in homerelated economic activities such

as picking miraa as well as using them that affect academic performance negatively.

The school management should enhance guidance and counseling in schools so as to

address the social-cultural and economic challenges facing the pupils such as drugs

and substance abuse and child labour. This will enhance more participation of the

pupils in school thereby enhancing academic performance.

5.5 Suggestions for Further Research

Further research is suggested in establishing the influence of other socio culture

variables to academic achievement of pupils. Additional studies using a larger

population of subjects in a larger geographic area should be conducted to determine

other variables that affect academic achievement to reinforce the results of this study.

Employing different variables to determine the socio-economic status of the pupils

would enhance the efficacy of the results.

72

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79

APPENDICE

APPENDIX I

LETTER TO THE SCHOOL HEAD TEACHER

The Principal

…………………………………………

…………………………………………

Dear Sir/Madam,

RE: REQUEST FOR PERMISSION TO CONDUCT RESEARCH IN YOUR

SCHOOL

I am a post graduate student at Kenyatta University currently conducting a research

aimed at investigating the effect of pupils’ socio-economic background on academic

achievement in public primary schools in Chuka division in Tharaka-Nithi County.

I am pleased to inform you that your school has been chosen as an ideal research

sample. I wish to administer the research instrument to some of the pupils and the

teachers. The research findings will be used for writing this study and not any other

purposes. Participation in this study is voluntary, which means that there is no penalty

to you or your student if you choose not to participate.

Your assistance will be highly appreciated.

Yours Faithfully,

Jackson Muchunku

80

APPENDIX II

QUESTIONNAIRE FOR TEACHERS

The basic objective of the study is to investigate the investigating the effect of pupils’

socio-economic background on academic achievement in public primary schools in

Chuka Division of Meru South District in Tharaka-Nithi County and therefore your

views, observations and suggestions will be valuable.

The contents of this questionnaire will be treated with utmost confidentiality. The

identity of the respondents will not be revealed. Do not in any way write/reflect your

name or any other cues and details that may in any way disclose your identity and that

of your institution. This will safeguard the good reputation, integrity and the good

name of your institution.

Section A: Background information

1. What is your gender?

Male [ ] Female [ ]

2. What is your academic qualification?

P2 [ ] P1 [ ] S1 [ ]

ECDE certificate [ ] ECDE diploma [ ] Diploma in education [ ]

Bachelor degree in education [ ] Masters [ ]

Other (Specify)

3. What is your current position in your school?

Head teacher [ ] Deputy Head teacher [ ] Class teacher [ ]

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4. For how long have you served as a teacher?

Below 5 years [ ] 5 – 10 years [ ] 11 – 15 years [ ]

16 – 20 years [ ] Above 21 years [ ]

Section B: Social /school Factors

5. Your school is categorized under which region/area? (Tick appropriately)

Arid and semi-arid lands (ASALS) [ ]

Rural – Low agriculture [ ]

Rural – Medium agriculture [ ]

Rural High Agriculture [ ]

6. What is the status of the school in which you are teaching? (Tick appropriately).

Mixed boarding [ ] Mixed day [ ]

7. How many streams is your school?

One stream [ ] Two streams [ ]

Three streams [ ] Four streams [ ]

8. Please state the schools sponsor if any.

Protestant [ ] Catholic Church [ ] Muslim [ ]

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9. What would you consider to be the state of the following school facilities (tick

appropriately).

Adequate Inadequate Not applicable

Classrooms [ ] [ ] [ ]

Workshop [ ] [ ] [ ]

Library [ ] [ ] [ ]

Toilets [ ] [ ] [ ]

10. Below are some of the social reasons that have been suggested to affect pupil’s

performance in KCPE in public primary schools in Chuka division. Rank them in

order from the one you consider being the most significant (number 1) to the least

significant (number 6)

Factor Rank

Unexpected reasons

Indiscipline

Sickness

Lack of interest in school

Substance abuse

Pregnancy

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Section C: Economic factors

Section C1: Education background of family members

11. What would be your opinion on school attendance status of most parents in your

school?

Parents Guardian Sibling

At school [ ] [ ] [ ]

Left school [ ] [ ] [ ]

Never went to school [ ] [ ] [ ]

12. What would you consider to be the highest level of formal schooling reached by

majority of parents in you school?

Parents Guardian Sibling

Primary [ ] [ ] [ ]

Secondary [ ] [ ] [ ]

College [ ] [ ] [ ]

University [ ] [ ] [ ]

13. Do parents and other family members participate in academic activities in your

school?

Yes [ ] No [ ]

14. Does the education level of parents and other family members help pupils

achieve academically?

Yes [ ] No [ ]

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Section C2: Parents Occupation

15. In your opinion what would you consider to be the occupation of most of the

parents in your school? Tick the most appropriate.

Peasant farmer [ ] Small scale businessmen [ ]

Large scale businessmen [ ] Civil servants [ ]

Mangers [ ]

16. Who among the parents are able to involve their children in academic

achievement activities?

Peasant farmer [ ] Small scale businessmen [ ]

Large scale businessmen [ ] Civil servants [ ]

Mangers [ ]

17. How would you describe the occupation of the parents of the pupils in your

school?

Too busy [ ] Very busy [ ]

Busy [ ] Not busy [ ]

18. How often does the nature of majority of the parents occupation leave them time

to discuss the pupils academic achievement with the teachers?

Often [ ]

Quite often [ ]

Occasionally [ ]

Rarely [ ]

Never [ ]

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Section C3: Parents Income

19. Who would you consider to be the main source of income for parents of the pupils

in the school you teach?

Father [ ]

Mother [ ]

Guardian [ ]

20. Below is a range of parent’s monthly income. Tick the one you consider most

appropriate for majority parents in your school

Below 10,000 [ ]

10,000 – 25,000 [ ]

Above 25,000 [ ]

21. How much levies is paid by a student per term in the school where you teach?

22. What do you consider as the parents ability to pay statutory levies in your school

Very stable [ ]

Stable [ ]

Unstable [ ]

Very unstable [ ]

23. Considering the socio-economic status of the parents in the school do you think

that majority are capable of buying learning resources e.g. books etc for their

children?

Yes [ ] No [ ]

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Section D: Cultural factors

24. Below are some of the reasons that have been suggested to affect pupil’s

performance in KCPE in public primary schools in Chuka division. Rank them in

order from the one you consider being the most significant (number 1) to the

least significant (number 3)

Factor Rank

Initiation and cultural practices

Early marriages

Lack of community support

Section E: Measures to improve pupil’s performance in KCPE

25. Suggest measures that can be employed to improve pupil’s performance in KCPE

in this division.

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APPENDIX III

QUESTIONNAIRE FOR PUPILS

The basic objective of the study is to investigate the investigating the effect of pupils’

socio-economic background on academic achievement in public primary schools in

Chuka Division of Meru South District in Tharaka-Nithi County and therefore your

views, observations and suggestions will be valuable.

The contents of this questionnaire will be treated with utmost confidentiality. The

identity of the respondents will not be revealed. Do not in any way write/reflect your

name or any other cues and details that may in any way disclose your identity and that

of your institution. This will safeguard the good reputation, integrity and the good

name of your institution.

Section A: Pupils Biodata

1. How old are you? ………………………… years

2. What is your Gender? Male [ ] Female [ ]

3. What was your mean score in the joint evaluation test given last term?

Section B: Social /school Factors

4. Your school is categorized under which region/area? (Tick appropriately)

Arid and semi-arid lands (ASALS)

Rural – Low agriculture [ ]

Rural – Medium agriculture [ ]

Rural High Agriculture [ ]

88

5. What is the status of the school in which you are teaching? (Tick appropriately).

Mixed boarding [ ]

Mixed day [ ]

6. How many streams is your school?

One stream [ ] Two streams [ ]

Three streams [ ] Four streams [ ]

7. Please state the schools sponsor if any.

Protestant [ ]

Catholic Church [ ]

Muslim [ ]

8. What would you consider to be the state of the following school facilities (Tick

appropriately).

Adequate Inadequate Not applicable

Classrooms [ ] [ ] [ ]

Workshop [ ] [ ] [ ]

Library [ ] [ ] [ ]

Toilets [ ] [ ] [ ]

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9. Below are some of the social reasons that have been suggested to affect pupil’s

performance in KCPE in public primary schools in Chuka division. Rank them in

order from the one you consider being the most significant (number 1) to the least

significant (number 6)

Factor Rank

Unexpected reasons

Indiscipline

Sickness

Lack of interest in school

Substance abuse

Pregnancy

Section C: Economic factors

Section C1: Education background of family members

10. What is the school (Learning) institution attendance status of your parents? (Tick

Appropriately).

Father Mother Guardian

At School [ ] [ ]

Left School [ ] [ ]

Never went to school [ ] [ ]

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11. What is the highest level of formal schooling reached by your parents/Guardian?

(Tick appropriately).

Father Mother Guardian

Primary [ ] [ ] [ ]

Secondary [ ] [ ] [ ]

College [ ] [ ] [ ]

University [ ] [ ] [ ]

12. What is the highest level of formal schooling completed by your parents? Tick

appropriately.

Father Mother Guardian

None (no schooling [ ] [ ] [ ]

Primary STD 7/8 [ ] [ ] [ ]

Secondary form 4 [ ] [ ] [ ]

Tertiary training certificate [ ] [ ] [ ]

Tertiary training Diploma [ ] [ ] [ ]

Graduate level [ ] [ ] [ ]

Post Graduate level [ ] [ ] [ ]

13. Does your parent engage you in your academic progress?

Yes [ ] No [ ]

14. In your opinion does the education level of your parent’s help you achieve

academically?

Yes [ ] No [ ]

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Section C2: Parents Occupation

15. What is the current occupation of your parents or guardian?

Father

Mother

Guardian

16. If retired what was their occupation before retirement?

Father

Mother

Guardian

17. What are/were the terms of employment (service)?

Permanent and pensionable [ ]

Contract/Temporary [ ]

Casual [ ]

18. Who is or was the employer of your parent?

Government [ ]

Private Sector [ ]

NGO/FBO/CBO [ ]

Self [ ]

19. How would you describe the occupation of your parents?

Too busy [ ] Very busy [ ]

Busy [ ] Not busy [ ]

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20. How often does the nature of your parents occupation leave them time to discuss

your academic progress?

Often [ ]

Quite often [ ]

Occasionally [ ]

Rarely [ ]

Never [ ]

Section C3: Parents Income

21. Who is the main source of income among your parents?

Father [ ]

Mother [ ]

Guardian [ ]

22. What is the average monthly income for your parents?

Father Ksh

Mother Ksh

Guardian Ksh

23. What is the amount of money that your parents use on your termly levy payments?

24. Do you think the income levels of your parents have an effect on the choice of

the school that you are attending?

Yes [ ]

No [ ]

Don’t know [ ]

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25. Are your parents able to spend part of their income to buy you learning resources

like books etc?

Yes [ ]

No [ ]

26. What is your opinion regarding the stability of your parents income?

Very stable [ ]

Stable [ ]

Unstable [ ]

Very unstable [ ]

Section D: Cultural factors

27. Below are some of the reasons that have been suggested to affect pupil’s

performance in KCPE in public primary schools in Chuka division. Rank them in

order from the one you consider being the most significant (number 1) to the least

significant (number 3)

Factor Rank

Initiation and cultural practices

Early marriages

Lack of community support

Section E: Measures to improve pupil’s performance in KCPE

28. Suggest measures that can be employed to improve pupil’s performance in KCPE

in this division.

94

APPENDIX IV

DOCUMENT ANALYSIS

Student Gender Mean Score Attained

1

2

3

.

.

.

.

.

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APPENDIX V

LETTER OF APPROVAL FOR RESEARCH

96

APPENDIX VI

RESEARCH AUTHORIZATION