EFFECT OF TEACHING AND LEARNING PRACTICES ON SCHOOL KCPE PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAMBALE SUB-COUNTY, BUSIA COUNTY, KENYA

Abstract

Kenya is experiencing low performance in KCPE according to recent research. If it were not for the government directive that all KCPE candidates transit to the next level of education, many could not due to poor KCPE performance. The purpose of this study was to establish the effect of teaching and learning practices on KCPE performance in public primary schools in Nambale sub-county. To attain the purpose of the study, three objectives were addressed; to establish how early syllabus coverage contribute to KCPE performance in public primary schools in Nambale sub-county, determine how homework assignment contribute to KCPE performance in public primary schools in Nambale sub county and to establish how testing contributes to KCPE performance in public primary schools in Nambale sub-county. The study adopted the theory of academic performance by Elger. A correlational research design was adopted in the study. The study was conducted in Nambale sub-county, Busia County involving 48 public primary schools. The target population of the study consisted of 336 teachers and a sample size of 210 respondents were selected. The sample included 43 head teachers and 167 class eight subject teachers. The selection of participants in the study followed the Taro Yamane formulae. The data was collected using questionnaires. The instruments were tested for reliability using Cronbach alpha coefficient. Content validity of the questionnaires was established by the study supervisors. The data was analyzed using descriptive and multivariate statistics. The results were presented in tables. The study found out that early syllabus coverage was statistically significant in explaining the variation in academic performance in public primary schools in Nambale Sub-County. The regression coefficient for Early syllabus coverage (0.032), was statistically significant (t=0.555, p=0.032). The regression coefficient for homework assignments given (0.002), was statistically significant (t=1.805, p=0.002) and the regression coefficient for testing (0.004), was statistically significant (t=0.606, p=0.004. The study concludes that early syllabus coverage and the use of homework assignments and testing was an effective strategy in achieving positive, appropriate and improved student performance. This study recommends that the head teachers, teachers and board of management to prioritize policy on early syllabus coverage and encourage the use of homework assignments and testing as effective strategies to improve academic performance.