A comparative study on factors influencing Kenya Certificate of Primary Education performance in public and private schools in Kaptagat Ward, Uasingishu County

Abstract

The United Nation Declaration on human rights article 26(1984) and Sustainable Development Goals state that every child is entitled to quality free and compulsory primary education. Private primary schools in Kenya have continued to post exceedingly excellent performance in KCPE examination compared to public schools. Private schools in Kaptagat Ward of Eldoret East sub-county have also over the years registered excellent performance in KCPE examinations when compared with public schools. The purpose of this study was to establish influence the influence of supervisory techniques on KCPE performance in public and private primary schools in Kaptagat Ward. The objectives of the study were to; determine how supervisory technique, teaching and learning resources, instructional practices and teacher’s characteristics influence KCPE performance in private and public schools in Kaptagat Ward. It was assumed that respondents voluntarily gave accurate information. The study was carried out in Kaptagat Ward of Eldoret east sub county, Uasin Gishu County. Open Systems theory guided the study. This study adopted a descriptive survey research design. The instruments used in the study were questionnaires, and interviews schedules. The questionnaires were administered to 160 teachers (31 private and 129 public). Interview schedules were used to collect information from 17 head teachers (4 private and 13 public). Simple random sampling and purposive sampling were used to select the sample. The data collected was analyzed using descriptive and inferential statistical techniques. Descriptive statistics including frequencies and percentages were used. Inferential statistics used was t-test. The private school performance scores vary much more than public school scores. There was a significant difference between public and private schools performance for the years 2009-2013. Results showed that school status variation really does have an effect on the KCPE performance. There was significant influence in supervisory techniques, teaching and learning resources instruction practices and teacher characteristics on KCPE performance private school and public school. The head teachers should consult stakeholders before making certain decisions in order to improve instructional supervision. The head teachers should do random inspection by asking pupils how they are being taught and use exam results to measure teacher’s performance. There was no electricity in public schools compared to private schools. Thus the government should connect electricity to every school to provide opportunity for remedial studies in the evenings and weekends. In public schools there were no meals for pupils and teachers as compared to private schools. The MOEST should ensure that the school feeding programme is enhanced and sustained to reduce the time wastage during lunch break.