Poor academic performance in Karuri Zone, Kiambu County is a perennial
problem as evidenced by low KCPE scores. Factors contributing to the dismal
performance were assessed by looking at school level, classroom level, student
based and contextual factors. The integrated model of school effectiveness
which is a synthesis between production functions, instructional effectiveness
and school effectiveness was reviewed. The study adopted a descriptive survey
design with a target population of 12 public primary schools, a student
enrolment of 7535, teacher population of 195 and 12 headteachers. Stratified
and simple random sampling was used to select 11 teachers from every school
to get a total of 132 teachers. Purposive sampling was used to select 30
students in ever school to get a total of 367 students. 12 headteachers were
sampled. Questionnaires for teachers and students, an interview schedule for
headteachers, an observation schedule and a focus group discussion guide were
used to collect data. Descriptive statistics technique was used to analyse
quantitative data. Qualitative data was organized in to themes, patterns and
categories pertinent to the study. Using the Statistical Package for the Social
Sciences, (SPSS), a one-way analysis of variance (ANOVA) and the
independent samples t- test was conducted as well as the two sample z-test
statistics for testing the hypotheses. Several factors at the school level,
classroom level and student level were found to influence learner academic
achievement. Size and average social economic composition of schools were
found to be insignificant. The location of a school in terms of accessibility was
found to be significant. The study recommended the student book ratio to be
improved to 1:1 for all subjects. Every school to put up a library well equipped
with both text and story books. Adequate desks to be provided. A special class
to be set up in every school with a special teacher to help those with reading
difficulties. Achievement pressure and accountability for performance to be
increased on both the headteachers and teachers. Academic clinics to be
conducted in every school, every term so that parents can be more involved in
their children‘s education. Ranking of schools at the county and zonal levels to
be introduced to increase competition and good performance to be rewarded.
Training of teachers on better teaching and discipline methods and also on how
to improve their attitudes in class especially towards the poor performers.
Lower primary schools to be taught by younger teachers specially trained to
handle young learners. The culture of absenteeism to be curbed starting from
the headteachers, teachers and students. Effective use of official learning time
to be implemented to avoid need for tuition. School feeding targeted for
extreme cases of poverty to be introduced in all schools. Speaking the language
of instruction in schools to be enhanced starting at an early age. Prompt
promotion of P1 teachers to be done as well as prompt upgrading to ensure
teachers are well motivated. Health checks and deworming to reduce the rates
of absenteeism due to sickness to be carried out.