School-Based Factors Influencing Performance of Pupils on Transition from Lower Primary to Upper Primary in Ekerenyo Division, Nyamira County, Kenya

Abstract

This study examined school-based factors influencing performance of pupils on transition from lower to upper primary in public schools in Ekerenyo Division, Nyamira County, Kenya. The study adopted survey research design. A sample size of 109 subjects comprising, 90 teachers, 15 Head teachers and four QASOs were utilized. Various research instruments including questionnaires, interview schedules and observation checklists were used to collect data. Quantitative data from questionnaires were analyzed using Statistical Package for Social Sciences (SPSS) while qualitative data employed thematic analysis. The study revealed that the main school-based factors that negatively influenced performance of pupils in transition from lower to upper classes included inadequate teaching and learning resources, sketchy syllabus coverage due to inappropriate instructional strategies and poor attitude amongst pupils and teachers. The study made various recommendations specifically geared to teachers to use learner-centered teaching and learning strategies and cover syllabus for each level according to the stipulated timeframe.