The Effects of Constituency Development Fund on School Infrastructure with Regard to Provision of a Conducive Learning Environment for Learners in Selected Secondary Schools in Nakuru County, Kenya

The Constituency Development Fund (CDF) has been utilized by the Kenyan government to facilitate secondary school opportunities through the construction of infrastructural facilities which in the leads to the improvement of learner performance due to conducive learning environments, these infrastructural facilities includes; classrooms, laboratories, procurement of desks and chairs, and the disbursement of bursaries to financially disadvantaged students. Consequently, this study aimed to assess the effects of Constituency Development Fund on school infrastructure in selected secondary schools in Nakuru County, Kenya.In order to accomplish this objective, the study employed a cross-sectional study methodology. The decentralization theory served as theoretical framework for this research. The study sample comprised of 34 head teachers who were chosen through purposive sampling and 340 pupils selected through simple random sampling. This resulted in a total sample size of 374 participants. The study utilized quantitative and qualitative methods of data collection. This included Principals Testing Questionnaire Instrument (PTQI) for the principals that were self-administered. Data was gathered from the students using Focus Group Discussions (FGDs). The study used the Statistical Package for Social Sciences (SPSS) version 22.0 to analyze the data collected. The descriptive statistics included frequencies and percentages. It was established that CDF is utilized to support development projects with direct social and economic impacts to the schools according to majority of the respondents (68.0 %). It was stated by 82.4 % of the head teachers that through CDF, they have been able to establish the laboratory facilities leading to improvement of students’ performance in science subjects in their schools. CDF was found to have contributed positively to the equipping of the school libraries by buying new textbooks according to 76.5 % of the head teachers. Majority of the respondents (58.8 %) stated that CDF had facilitated them with necessary resource for curriculum implementation in their schools. The correlation analysis test at 5 % level of significance revealed that the effects of Constituency Development Fund on school infrastructure yielded a correlation coefficient r (34) = 0.568, p-value = 0.000, on enrollment of students, it yielded a correlation coefficient r (34) = 0.551, p-value = 0.000 as well as on curriculum implementation yielded a correlation coefficient r (34) = 0.590, p-value=0.000. The study recommended that all stakeholders in the education sector which include parents, leaders and school management to be brought on board when formulating policies governing education funding from CDF. This will ensure that priorities are well placed on the allocation, disbursement and utilization of CDF for the optimal goal in promoting education in Kenya.

the effect of Constituency Development Fund

1. Brophy, M. (2020). The Role of NGOs in Supporting Education in Africa. Journal of International and Comparative Education, 9(1), 45-56. [Google Scholar] [Crossref]

2. Brown, V., Kelly, M., & Mabagu, T. (2017). The education system in Karamoja. HEART (High-Quality Technical Assistance for Results).. [Google Scholar] [Crossref]

3. Chikoko, V., &Mthembu, P. (2020). Sub-Saharan Africa's primary and secondary education financing: A systematic review of literature. South African Journal of Education, 40(4). [Google Scholar] [Crossref]

4. Constituency Development Fund CDF (2013). www.cdf.go.ke official constituency development fund (CDF) website accessed on 11th April, 2013. [Google Scholar] [Crossref]

5. Government of Kenya (GOK) – Ministry of Finance (20021): Government Finance Statistics (GFS). [Google Scholar] [Crossref]

6. Government of Kenya (GOK): CDF Allocations: http://www.cdf.go.ke Accessed on 3/4/2024. [Google Scholar] [Crossref]

7. Government of Kenya (GOK): ConstituenciesDevelopment Fund Regulations, 2004. International Organization 57, pp. 695-729. [Google Scholar] [Crossref]

8. Government of Kenya (GOK): Constituency Development Fund Act, 2003. [Google Scholar] [Crossref]

9. Government of Kenya (GOK): District Education Office- Nakuru. Annual Progress Report, 2003. [Google Scholar] [Crossref]

10. Government of Kenya (GOK): Ministry of Education Science and Technology (2020). “Geographic Aspects of Kenyan Well-Being The Poor: Who and Where Are They? A Constituency Level Profile, Vol. II. [Google Scholar] [Crossref]

11. Martinez-Vazquez, J. (2011). Fiscal decentralization's effects: theoretical problems and practical difficulties. Asian Development Bank. [Google Scholar] [Crossref]

12. Mate, J. K., &Wesonga, J. N. (2018). Factors affecting the introduction of free secondary education in Mumias District, Kenya. [Google Scholar] [Crossref]

13. Musyoka, A. M. (2020). Influence Of Project Management Practices On Completion Of National Government Constituency Development Fund Projects In Kenya (Doctoral dissertation, University of Nairobi). [Google Scholar] [Crossref]

14. Nakhumicha, W. S., &Macharia, D. (2017). Factors influencing the Mumias District of Kenya's implementation of free secondary education: An examination of Community Development Fund programmes in the Imenti North Sub County of Meru, Kenya. International Academic Journal of Information Sciences and Project Management, 2(1), 390-400. [Google Scholar] [Crossref]

15. Nyaguthii, E., &Oyugi, L. A. (2020). Influence of community participation on successful implementation of constituency development fund projects in Kenya: case study of Mwea Constituency. International journal of Education and Research, 1(8), 1-16. [Google Scholar] [Crossref]

16. Nzuki, C. K. (2018). Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education. Walden University. [Google Scholar] [Crossref]

17. Okutu, A. A., Akala, W. J., & Momanyi, M. (2024), Challenges of church-state collaborations in management of Catholic Church sponsored public secondary schools in Nandi County, Kenya. Journal of Research Innovation and Implications in Education, 8(3), 186-201. [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