| dc.description.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. | en_US |
