Adequacy of School Resources and infrastructure in relation to Pupils’ Performance in English subject at Kenya Certificate of Primary Education Examination

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue XI, November 2020 | ISSN 2454–6186

Adequacy of School Resources and infrastructure in relation to Pupils’ Performance in English subject at Kenya Certificate of Primary Education Examination 

Wandera N. Susan¹, Professor Winston Jumba Akala², Dr. Rosemary Khitieyi Imonje^3
1,2,3Department of Educational Administration and Planning, School of Education, University of Nairobi, P.O. Box 30197- 00100 Nairobi Kenya

ABSTRACT
School resources and infrastructure are very essential to the learning and teaching process. In exploring level of learner performance in Kenya Certificate of Primary Examinations, learning resources and school infrastructure is one of major indicators of the level of preparedness for enhancing learner performance. The study determined the relation of the adequacy of school resources and infrastructure on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive survey design using purposive sampling technique. This enabled the study capture how levels of adequacy of school resources and infrastructure relate to learner performance in National Examination public primary schools in Machakos County. The unit of analysis was Public primary schools. The County has 842 Government run public primary schools out of which 86 schools were studied. Data was collected using observation schedules and questionnaires. Respondents were teachers who teach English subject. Study foundthat availability and usage of teaching and learning resources averaging 65 % and availability/adequacy and usage of school infrastructure averaging 60 % to correspond to learner performance scores in KCPE. Key word; learning resources, school infrastructure, Kenya Certificate of Primary Examination, pupils’ performance

1.1 Background to the study

The United Nations General Assembly Resolution 70/1, the 2030 Agenda endorsed, among others, Quality Education as one of its global sustainable development goals. This goal seeks to ensure that there is inclusive and equitable quality education that promotes lifelong learning opportunities for all . One of the targeted areas of this goal is the need for adequate physical infrastructure and an environment that nurture learning for all (The Sustainable Development Goals Report 2017, UN). In its 2017 Report on Quality Education, UNDP urges countries to ensure inclusive and equitable quality education and promote long learning opportunities for all. UNESCO (2010) Report says that out of 61 million young learners in the world who do not pass basic examinations, 41% live in sub Saharan Africa. The Report adds to say that unless appropriate actions are taken many young learners will end up being like their adult illiterates estimated to be about 875 million people around the world. In realization for the need of a knowledgeable and skilled population to drive its Vision 2030 Agenda of being an industrializing middle-income economy, Kenya embraced the resolution of the United Nations and UNDP on Quality Education calling for provision of quality education that is accessible to all children in all public schools offering basic education in all member countries (MOE 2017 Report).

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