Influence of Learner Capitation Grants on Academic Performance of Pupils in Kenya: A Study Across Public Primary Schools in Suba West and Mbita Sub-Counties

Countries all over the world have invested heavily in Education. The Kenyan government through its commitment to education introduced Free Primary Education in the year 2003 to help provide quality, relevant, accessible and inclusive education for all children of school going age with an aim of improving retention rates, completion rates and pupil academic performance in schools. Despite the heavy investment, completion rates, retention rates and pupil’s academic performance in schools was still a challenge. The average academic performance in Suba West and Mbita Sub counties in the last six years from 2018 to 2023 was below average. The purpose of this study was to establish the influence of learner capitation grants on learner academic performance in Suba West and Mbita Sub Counties. The study was guided by the Resource Dependency Theory (RDT), by Salancik (1978) which postulate that human organizations are not self-sufficient and must acquire essential resources from external bodies to achieve the set objectives. In this case, the resource is learner capitation grant; and liberal Classical theory of equal opportunity by Rousseau which postulates that the natural statesmen are born equal and personal qualities should not jeopardize social equality so long as society rewards people according to their status. The study established that learner capitation grants had high influence on learner performance with a mean rating of 3.93. This means that learner capitation grants contributed highly to pupil performance. The study recommended that learner capitation grant should be reviewed upwards and be disbursed to schools on time in order to enhance learners’ academic performance. The Findings of this study are useful to stakeholders in education for policy formulation with regard to learner capitation grants.

Influence, Learner Capitation Grants, Academic Performance, Pupils, Kenya: Public Primary Schools, Suba West and Mbita Sub-Counties

1. Akyeampong, A. (2009). Review of Universal Basic Education in Ghana, Accra. World Bank [Google Scholar] [Crossref]

2. Alvares, B., Gillies., J. &Biadsher., M. (2018) Beyond Basic Education; Secondary Education In the Developing World. Washington, DC .The World Bank. [Google Scholar] [Crossref]

3. Appiah, D. (2024) Assessment of the Capitation Grant on Pupils' Enrolment in The Akuapem-North Municipality: A Study at Adenya M/A Basic School: https://ssrn.com/abstract=4975083 or http://dx.doi.org/10.2139/ssrn.4975083 [Google Scholar] [Crossref]

4. Associates for Change. (2022). Best practices in primary education: Policy brief-Improving retention, reducing dropout and enhancing learning outcomes in extreme poverty and rural areas of Ghana. Global Partnership for Education Knowledge and Innovation Exchange .https://www.gpekix.org/sites/default/files/.pdf [Google Scholar] [Crossref]

5. Awange, Z. O. (2022). Government capitation disbursement and final examination performance of public secondary schools in Kisumu County, Kenya (Master’s project, University of Nairobi). https://erepository.uonbi.ac.ke/bitstream/handle/11295/163257/ZABLON%20Oliech%20 [Google Scholar] [Crossref]

6. Awonong, K. R. (2018). Impact of capitation grant on school enrolment and academic performance of pupils in the Sagnarigu District of the Northern Region (Master’s thesis, University for Development Studies).http://udsspace.uds.edu.gh/bitstream/ ..pdf [Google Scholar] [Crossref]

7. Boateng, A., & Dako-Gyeke, M. (2022). Child Labor in Ghana: Current Policy, Research, and Practice Child Efforts. In Behavioral Health in Sub-Saharan Africa (pp. 265-281).Springer, Cham. [Google Scholar] [Crossref]

8. Burundi Ministry of Finance.(2025, June).Loi n°1/12 du 24 juin 2025 portant la fixation du Budget Général de la République du Burundi pour l’exercice 2025/2026. [Google Scholar] [Crossref]

9. Education Ghana. (2025, March 26). Ghana Statistical Service launches 2025 education statistics report; Minister for Education delivers keynote address. https://educationghana.org/ghana-statistical-service-launches-2025-education-statistics report-minister-for-education-delivers-keynote-address/ [Google Scholar] [Crossref]

10. Engelbrecht, P. (2011) Equity in Inclusive Education in South Africa. In Artiles, EB Kozieski and F Waitollerfeds. Inclusive Education. Cambridge, M.A: Harvard Education Press. [Google Scholar] [Crossref]

11. Ghana Statistical Service. (2025). National education report (EMIS 2000/01–2022/23). Ghana Statistical Service. https://statsghana.gov.gh/gssmain/fileUpload/pressrelease.pdf [Google Scholar] [Crossref]

12. Kenya Institute for Public Policy Research and Analysis.(2022). Education financing and learning outcomes in Kenya. KIPPRA. https://kippra.or.ke [Google Scholar] [Crossref]

13. Kerlinger, F.N (2009) Foundation of Behavioural Research 2nd Edition .New York: Harcourt Brace College Publishers [Google Scholar] [Crossref]

14. Kiplagat, E. K. & Simatwa E.M.W. (2012). Influence of Free Primary Education Policy on Access, Retention and Completion of Secondary School Students in Kuresoi District, Kenya. Unpublished Master of Education Thesis.Maseno University. [Google Scholar] [Crossref]

15. Lewin, K.M. (2008) Financing Education in Mauritius: An Analysis of Cost and Internal Efficiency: Port Louis, Mauritius: Ministry of Education [Google Scholar] [Crossref]

16. Malawi National Statistical Office. (2024). Malawi education statistics report: EMIS 2024. https://cms.nsomalawi.mw/api/download/400/ASC-Report-2024.pdf [Google Scholar] [Crossref]

17. Maxinomics. (2025). Tanzania primary school completion rate. https://www.maxinomics.com/tanzania/primary-school-completion-rate [Google Scholar] [Crossref]

18. Mession,K (2012) Confronting Marginalisation in Education: A Framework for Promoting Inclusion; London, England: Routledge. [Google Scholar] [Crossref]

19. Ministry of Education (2020).Kenya Education Sector Analysis Report. Nairobi: 2Government Printer. [Google Scholar] [Crossref]

20. Ministry of Education Rwanda.(2022). Education sector analysis and monitoring report. Ministry of Education. [Google Scholar] [Crossref]

21. Ministry of Education Singapore.(2023). Edusave scheme. https://www.moe.gov.sg/financial-matters/edusave [Google Scholar] [Crossref]

22. Ministry of Education, Singapore. (2023, December 5). Singapore’s strong showing in PISA 2022 affirms resilience of education system. Ministry of Education.https://www.moe.gov.sg/news/press-releases/20231205-singapore--c [Google Scholar] [Crossref]

23. Ministry of Education, Singapore. (2025). Education statistics digest. Ministry of Education. https://www.moe.gov.sg/about-us/publications/education-statistics-digest [Google Scholar] [Crossref]

24. Monarcoda, M. (2012).The Cost of Grade retention. Review of Economics and Statistics, 94(2)596-606. [Google Scholar] [Crossref]

25. Mugenda, O.M.&Mugenda, A.G (2003).Research Methods: Quantitative and Qualitative Approach. Nairobi: Act Press. [Google Scholar] [Crossref]

26. Munda, E. (2010).Relationship between selected Educational facilities and student academic performance in secondary schools in Bungoma District, Kenya. Unpublished master of Education in project planning and management project. University of Nairobi. Kenya [Google Scholar] [Crossref]

27. Nakamba, J.(2020). Retention rates, completion rates, and academic performance in education systems: a study of Kenyan schools, Nairobi: Ministry of Education. Journal of Education and development studies, 12(3),45-60.https://doi.org/xxxx [Google Scholar] [Crossref]

28. Namulwasira, S. (2018).Budgeting and Education Service Delivery in Uganda: A case study of Wakiso District Local Government. [Google Scholar] [Crossref]

29. Ndolo, M.A., &Simatwa, E.M.W. (2016) Impact of Free Secondary education on Primary to Secondary Education Transition Rate in Kenya: A Case Study of Mbita and Suba Sub-Counties. International Research Journal. Vol. (7):024-040 [Google Scholar] [Crossref]

30. Ndolo, M.A., Simatwa, E.M.W. &Ayodo, T.M.O. (2016).Impact of Free Secondary Education Policy on Access to Secondary School Education in Kenya. A Case Study of Mbita and Suba Sub-Counties. Greener Journal of Educational Research, 6(2): 067-085, http://doi.org/10.15580/GJER.2016.2.032816070 [Google Scholar] [Crossref]

31. Odumbe A.G., Simatwa, E.M.W., & Ayodo T.M.O. (2015). Factors Influencing Student Academic Performance in Day-Secondary Schools in Kenya. A Case Study of Migori Sub county. Greener Journal of Educational Research (ISSN: 2276-7789 ICV: 6.05) Vol. 5 (3): 078-097, July 2015 [Google Scholar] [Crossref]

32. OECD. (2023). PISA 2022 results: Country notes – Ireland, USA, Sweden, Israel, Mexico, Morocco. OECD Publishing. https://www.oecd.org/pisa/publications/pisa-2022-results.htm [Google Scholar] [Crossref]

33. Olang’o, J., Malechwanzi, J., Murange, S. & Amuka, L. (2020). Effects of free day secondary education policy on academic performance of rural public day secondary schools in Kilifi County, Kenya. Journal of Learning for Development, 7(3), 192-203. [Google Scholar] [Crossref]

34. Olenja J.M.A. Simatwa E.M.W., Ndolo M.A. (2020). Impact of Free Secondary Education Policy on Retention Rates in Public Secondary Schools in Kenya: A Case Study of Emuhaya and Vihiga Sub Counties. International Journal of Current Research. (ISSN: 0975-833X) Vol. 12, (07): 12722-12740 [Google Scholar] [Crossref]

35. Ouma, M.A..,& Simatwa,E.M.(2020). Influence of subsidized secondary education funding on provision of teaching and learning resources in public secondary schools in Rusinga Island. Educational Research and Reviews, 15(7),389-401 [Google Scholar] [Crossref]

36. Republic of Kenya (2005) Session Paper No 1 of 2005 on A policy Framework for Education, training and Research. Nairobi. Government Printer [Google Scholar] [Crossref]

37. Republic of Kenya (2020).Policy Guidelines for Utilization of Learner Capitation Grant and Other school funds. MoE, Kenya. [Google Scholar] [Crossref]

38. Twaweza. (2021). Capitation grants for primary education: Practice and prospects. Policy Brief TZ.Twaweza East Africa. https://twaweza.org/wp-content/uploads/2021/05/Capitation-Grant-for-Primary-Education.pdf [Google Scholar] [Crossref]

39. UNESCO (2007). Education for All by 2015: Will we Make it? Paris: Oxford University Press [Google Scholar] [Crossref]

40. UNESCO (2012) Measuring Education Quality in Africa. UNESCO World Education Blog: Paris: UNESCO [Google Scholar] [Crossref]

41. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education—All means all. UNESCO Publishing. https://unesco.org [Google Scholar] [Crossref]

42. UNESCO. (2022). Re-imagining our futures together: A new social contract for education. UN. [Google Scholar] [Crossref]

43. UNESCO.(2023). Education in Africa. UNESCO. https://www.unesco.org/en/africa/education [Google Scholar] [Crossref]

44. UNESCO IICBA. (2024). Senegal: Education country brief. https://www.iicba.unesco.org/en/senegal [Google Scholar] [Crossref]

45. UNICEF. (2021). Burundi education: Country programme brief. UNICEF Eastern and Southern Africa. [Google Scholar] [Crossref]

46. UNICEF Innocenti. (2023). Unpacking factors influencing school performance in Togo (Data Must Speak). UNICEF Innocenti. https://www.unicef.org/innocenti/media/3026/file .pdf [Google Scholar] [Crossref]

47. UNICEF. (2024). Data Must Speak: Tanzania country report. UNICEF. [Google Scholar] [Crossref]

48. UNICEF Burundi.(2024). Annual report 2024.UNICEF. [Google Scholar] [Crossref]

49. UNICEF Rwanda. (2024). Education in Rwanda: Situation analysis. UNICEF. [Google Scholar] [Crossref]

50. UNICEF Uganda.(2025, September).2025/2026 education sector budget brief: Financing analysis and strategic recommendations. UNICEF Uganda. https://www.unicef.org/uganda/media--.pdf [Google Scholar] [Crossref]

51. Wario, U., &Aduda, J. O. (2022). Impact of capitation transfers on school performance in Kenya: A case of primary schools in North Horr subcounty. International Academic Journal of Economics and Finance, 3(8), 243–264. https://www.iajournals.org/articles/iajef_v3_i8_243_264.pdf [Google Scholar] [Crossref]

52. Wario, U., &Aduda, J. O. (2023).Effect of capitation grant disbursement on performance of public primary schools in North Horr Sub-County, Kenya. Journal of Education and Practice, 14(3), 112–125. [Google Scholar] [Crossref]

53. Waseka E.L.,& Simatwa E.M.W. (2016). Student Factors Influencing Academic Performance of Students in Secondary Education in Kenya: A Case Study of Kakamega County. International Research Journals of Educational Research Educational Research (ISSN: 2141-5161) Vol. 7(3): 072-087, May 2016 [Google Scholar] [Crossref]

54. Waseka E.L, Simatwa E.M.W.,& Okwach T.O. (2016). Influence of Teacher Factors on Students’ Academic Performance in Secondary School Education. A Case Study of Kakamega County, Kenya. Greener Journal of Educational Research, (ISSN: 2141-5161) 6(4): 151-169, June 2016 [Google Scholar] [Crossref]

55. Welwel, &Otieno, (2022).Assessment of Access and Retention of Learners with Special Needs in Primary Education in Tanzania: A Study of Arusha District. [Google Scholar] [Crossref]

56. World Bank (2005) Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education. Washington DC. World Bank [Google Scholar] [Crossref]

57. World Bank (2018) World Development report 2018; Learning to realize Educations promise. World Bank. [Google Scholar] [Crossref]

58. World Bank (2011).World Bank support to Education since 2011.Washington DC and USA: WB. [Google Scholar] [Crossref]

59. World Bank. (2020). Kenya education sector support program: Implementation completion report. World Bank. [Google Scholar] [Crossref]

60. World Bank. (2021). Rwanda human capital project: Education quality notes. World Bank. [Google Scholar] [Crossref]

61. World Bank. (2021). DRC education sector review. World Bank [Google Scholar] [Crossref]

62. World Bank. (2022). Rwanda and Uganda education financing notes. World Bank. [Google Scholar] [Crossref]

63. World Bank. (2023). Kenya and Tanzania education sector updates. World Bank. [Google Scholar] [Crossref]

64. WFP. (2023). State of school feeding worldwide 2022–2023.World Food Programme. [Google Scholar] [Crossref]

65. World Food Programme.(2024). Senegal annual country report 2024.WFP.https://wfp.tind.io/nanna/record/130901/files/ACR%20Senegal%202024.pdf [Google Scholar] [Crossref]

66. World Population Review.(2025). Graduation rates by country. https://worldpopulationreview.com/country-rankings/graduation-rates-by-country. [Google Scholar] [Crossref]

67. Yamane, T. (1967). Statistics: An Introductory Analysis, 2nd Edition, New York: Herper and Row. [Google Scholar] [Crossref]

68. Zenda, R. (2020). Impact of the learner-educator ratio policy on learner academic achievement in rural primary schools: A South African case study. Africa education Review, 17(3), 37-51 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study