Influence of Physical Educational Resources on Quality of Education in Public Secondary Schools in Kenya: A study across Public Secondary Schools in Homa Bay County.

Schools with higher student enrolment receive higher capitation from the government. This enables them acquire better educational resources that are believed to impact positively on student academic performance. That is, quality grades that denote high quality education. Despite the higher student enrolment in Homa Bay County public secondary schools, performance in national examinations that is, Kenya Certificate of Secondary Education (KCSE) had continued to be low, that is, below the national average for the last four years as they registered mean scores of 4.21, (2021), 4.19, (2022), 4.17, (2023), 4.09, (2024), in Kenya Certificate of Secondary Education. The purpose of the study was to establish influence of physical educational resources on quality education in Homa Bay County. The theory that guided the study was System Theory (Lawrence, 2013; Yutchman, & Seashore, 1967).) which states that the presence of physical facilities including tables, desks, toilets, classroom and changing rooms for female students are important in the presence of teaching and learning process that enhances quality education. The study established that Physical educational resources influenced the quality of education by accounting for 7.5% of the variation in the quality of education. The physical educational resources that significantly influenced the quality of education were libraries, dormitories, classrooms and laboratory. The other physical educational resources contributed to quality of education but were not significant. These included playgrounds, staff offices, toilets/washrooms, school fences and furniture. The findings of this study are useful to the Ministry of Education as they provide baseline information for further research, policy formulation and practice.

Influence, Physical Educational Resources, Quality Education, Public Secondary Schools

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