Determination of internal efficiency of education in public primary schools in Trans Nzoia west sub-county, Kenya

Abstract

Education remains the most critical component for economic development and social progression in any society. Governments, policy makers and civil societies have emphasized the need to invest more in education and ensure that systems of education are efficiently managed. Internal efficiency of education in a school is the capacity of the school system to produce graduates in the best way, which is without repetitions and dropouts to ensure resources invested in the learner do not go to waste. Class repetitions, pupil absenteeism are some of the internal inefficiency issues in public primary schools of Trans Nzoia West. Comparing pupil lesson attendance rates in public primary schools in Sub-Counties of Trans Nzoia, pupil lesson attendance was lowest in Trans Nzoia West Sub County. Education Management Information System data kept at Sub County office lacks vital information on survival, repetition and completion rates. The purpose of the study was to determine the internal efficiency of education in public primary schools of Trans Nzoia West Sub County. The specific objectives of the study were; to determine class repetition rate, to find out the class survival rate and to assess the class completion rate in 2018 of 2011 cohort. The study was anchored on transactional-ecological model of development framework. The study used descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers and 57 head teachers. Stratified random sampling was used to select the schools while purposive sampling was used to select 52 head teachers and 66 class 8 teachers. The 367 class 8 pupils from the 5 zones of Trans Nzoia West Sub County were selected using stratified and simple random sampling. Reliability of the instruments was determined through a pilot study carried out with 1 head teacher, 1 class 8 teacher and 7 class 8 pupils per zone in the 5 zones to pre-test the instruments. It was calculated using Pearson’s Product-Moment correlation coefficient. This resulted in a correlation coefficient of r= 0.760, which validated the reliability of the questionnaires used. Experts from the Department of Educational Management and Foundations examined and made adjustments on the items of the questionnaires to enhance face and content validity. Questionnaires were used to collect data from pupils, class teachers and head teachers. In addition, document analysis was used to gather more data. Quantitative data analysis involved descriptive statistics. Frequencies and percentages were tabulated. Cohort analysis was carried out by applying notation for grade survival, grade repetition and completion rates. The study revealed that teachers considered poor parental support as the most important factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary level education by girls. On the issue of class survival rate for 2011 cohort of pupils, it was established that the total number of pupils admitted in class one in 2011 and retained in public primary schools decreases gradually from 2011 to 2018. The study recommends that the school administration should implement early intervention programs targeted at pupils showing signs of low academic performance. These programs could include remedial plan, mentoring, or personalized learning plans to address individual pupil learning needs so as to facilitate 100% transition policy. There is also need of empowering parents to support their children and be involved in the academic activities of their children both at home and at school for better performance. The study was significant in providing data and information on class survival and repetition rates of pupils in public primary schools to guide education managers in Trans Nzoia West in developing strategies to ensure completion of primary education.