| dc.description.abstract | Pupils' academic performance has been the subject of debate among educators. In Kisumu West
Sub-county, over 55% of public primary schools posted mean scores of below 250 out of 500
marks in Kenya Certificate of Primary Education examination between the years 2012-2015;
compared to 47.0%, 49.8% and 51.2% of schools below average in Kisumu East, Muhoroni and
Nyando Sub-counties respectively. Inadequate learning facilities, parents not visiting schools and
pupils' absenteeism were reported in 46 out of 82 public primary schools in Kisumu West Subcounty. The purpose of the study was to establish the influence of selected school administrative,
pupil and home-based challenges on academic performance in K.C.P.E examinations in public
primary schools in Kisumu West Sub-county. Objectives of the study were to: establish influence
of home-based challenges, examine influence of school administrative and influence of pupilbased challenges on academic performance. The conceptual framework focused on selected
home, school and pupil challenges that affect performance in K.C.P.E examinations. Descriptive
survey and correlational designs were adopted in the study. The study population consisted of
five Curriculum Support Officers, 82 headteachers, 82 standard eight class teachers and 2813
standard eight pupils. Yamane formula was used to determine a sample size of 350 pupils. A
sample of 57 headteachers and 57 class teachers were determined using Comer and Welch
formula. Simple random sampling was used to select 350 pupils, while stratified sampling was
used on selecting 57 headteachers and 57 class 8 teachers. Four CSOs were selected by saturated
sampling. Data collection instruments included questionnaires and interview schedules
administered to headteachers, teachers and pupils; and CSOs respectively. Face-validity of the
instruments was ascertained by asking the respondents whether the instruments looked valid to
them. Pilot study was done involving 8 headteachers, 8 class teachers and a CSO. Cronbach's
coefficient alpha of .81 was computed; hence the instruments were reliable. Quantitative data
were analyzed using descriptive statistics. Qualitative data were transcribed and categorized
thematically. The study found that selected school administrative, pupil and home-based
challenges had positive statistical relationship with pupils' academic performance (p<0.05). The
study concluded that selected school administrative, pupil and home-based challenges had
significant influence on pupils' academic performance. Findings of the study are significant to
education policy makers and parents on academic performance in primary schools. The study
recommended that there is need for improved school infrastructure and learning materials and
parents should be keen on pupils' attendance at school. | en_US |
