Stakeholders Perceptions on Influence of Remedial Tuition and Provision of Quality Education in Public Primary Schools in Kisumu City, Kenya

Abstract

Studies worldwide have revealed that remedial tuition is perceived by stakeholders to influence quality education in primary schools. Remedial tuition is teaching and learning processes organized outside normal class time for enhancing quality education. Quality education in Kenyan schools is measured in terms of performance in national examinations. The desire for excellent performance in Kenya Certificate of Primary Education (KCPE) is the driving force behind remedial tuition. However, in Kisumu City '. the 2005 to 2011 mean scores were just slightly above average, that is; 258.44, 263.31, 273.27,279.70,265.00,267.46, and 272.65 respectively despite the provision of remedial tuition. The purpose of this study was to establish stakeholder's perceptions on influence of remedial tuition and provision of quality education in public primary schools in Kisumu city. Objectives of the study were to; establish stakeholders' perceptions on influence of remedial tuition on syllabus coverage, pupils' study skills, utilization of educational resources and pupils' academic 'performance in primary schools in Kisumu city. The Conceptual Framework showing the influence of remedial tuition on provision of quality education as perceived by stakeholders was used. The study adopted descriptive survey research design. The target population was 71 head teachers, 1377 teachers, 5453 standard VIII pupils and 1 Quality Assurance and Standards Officer (QASO). The sample sizes were 60 head teachers, 300 teachers, 359 pupils and 1QASO determined by Fishers' formula. Saturated sampling method was used to select QASO and simple random sampling method was used to select Head teachers, teachers and pupils. Questionnaire, interview schedules, and focus group discussion guide were used to collect data. Face and content validity of questionnaires were determined by experts in educational administration. Reliability of questionnaires were determined through pilot study in 7(10%) of the schools using test- retest technique. Pearson's 'r' coefficients for head teachers and teachers questionnaire were 0.81 and 0.88 respectively at a set P- value of 0.05, meaning they were reliahle. Quantitative data were analyzed using frequency counts, percentages, means and T- test. Qualitative data were transcribed, analyzed and reported in emergent themes and sub- themes. The study established that stakeholders were of the view that remedial tuition highly influences syllabus coverage, study skills, utilization of educational resources and academic performance as their overall means ratings were: 3.47; 3.35; 3.04 and 3.56 respectively. These findings mean that the stakeholders perceived remedial tuition as having high influence on enhancement of provision of quality education in Kisumu city. The study concluded that stakeholders were ofthe view that remedial tuition enhances provision of quality education. This study recommended that remedial tuition should continue to be embraced by all schools to enhance provision of quality education. The findings of this study are significant to stakeholders in primary school education as they inform them the status of remedial tuition as perceived by stakeholders for charting the way forward.