SCHOOL LEVIES AND ACADEMIC ACHIEVEMENT IN PUBLIC DAY PRIMARY SCHOOLS IN NYAMIRA COUNTY, KENYA

Abstract

Primary education is the foundation for literacy and the acquisition of basic skills, social attitudes and values that make life important in society. Although some studies have shown that facilities, teaching/learning resources and teacher ratios are contributing factors for educational performances in public primary schools, the effect of school levies on academic achievement in public day primary schools remains unclear. The purpose for this research study was primarily designed to examine effect of school levies on academic achievement in primary schools in Nyamira County, Kenya. The study had four specific research objectives: to establish effect of school motivational levies on academic achievement, to establish effect of remedial levies on academic achievement, to determine effect of examination levies on academic achievement and to determine effect of the cost of revision materials on academic achievement in public day primary schools in Nyamira County Kenya. The study was informed by the Education Production Function theory. Given that data was collected to test a hypothesis, an ex – post facto research design was used in data collection. The sample size of 198 public day primary schools was drawn from public day primary schools in Nyamira County to participate in the study. Stratified random sampling and simple random sampling techniques were used to select the sample and respondents. Questionnaires and documentary analysis guide were used to collect data. Pilot study was done to pre – test the instruments and content validity was determined. Data collection tools were validated by seeking the two supervisors’ opinion on the clarity of items. Reliability was ensured through a test-retest method and Cronbachs alpha coefficient with index of 0.70 was obtained. Data collected from the questionnaires were analyzed by using descriptive statistics (mean, frequencies and percentages) and inferential statistics using Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression. Descriptive statistical analysis was done to describe the basic characteristics of the data. The hypothesis of study was tested at 0.05 significance level. The findings of multiple linear regression suggest that pupil’s motivation levies (b=0.0037, t=2.75, p=0.007), morning remedial levies (b=0.0007, t=3.37, p=0.001), evening remedial levies (b=0.0007, t=3.37, p=0.001), internal examinations levies (b=0.0024, t=6.94, p<0.0001) and the cost of revision materials (b=0.0082, t=13.53, p<0.0001) have significant effect on academic achievement in public day primary schools. The research study recommends schools should develop culture of motivating pupil’s, conducting morning and evening remedial, adopt testing using internal examinations and increase spending on revision materials.