Factors affecting classroom instruction in free primary education programme in Kenya: a case of Eldoret municipality

Abstract

The Kenyan Government launched a Free Primary Education Programme (FPE) in January 2003. Under FPE, the Government purchases textbooks, instructional materials provides funds for maintenance of school facilities aiming at improving access to education by children of all backgrounds, reduce drop out rates and improve the quality of education particularly the teaching and learning in classrooms. Despite this effort questions have been raised as to whether the quality of education has improved. This research aimed at establishing factors that affect the FPE Programme in its quest to provide quality education in Eldoret Municipality, and was guided by views of curriculum theorists; Gross et al., (1971), Tyler (1949) and Shiundu and Omulando (1992), who espoused on the necessary factors that must be met for successful implementation of an educational programme which include the clarity and awareness of the objectives, attitudes of teachers and pupils towards the programme, availability of resources and facilities, provision of administrative and management support. Descriptive survey research design was used. Stratified random sampling and purposive sampling were used to enlist schools involved in the research: 177 standard 6 pupils, 33 teachers, 10 head teachers and 2 MUASO coordinators participated. Data was collected using questionnaires, interview schedules, and observation checklist and document analysis. SPSS- Programme was used to analyze the data which was presented as frequencies, percentages in tables. Findings revealed that, high enrolments, low staffing, limited facilities and lack of awareness among various stakeholders as the major factors affecting FPE. The researcher recommends improved staffing, increased in-service programmes to head teachers and teachers and awareness amongst the stakeholders in FPE of their responsibilities.