An Analytic Perspective on Student Enrolment, Instructional Resources and Student Performance in Institutions of Higher Learning in Kenya

Abstract

This paper is based on a study which highlighted on the impacts of high student enrollment levels to existing instructional resources in six selected institutions of higher learning in Kenya. The study was guided by the general system theory and employed a mixed research design. A pragmatic philosophical paradigm was applied in the study. Probability sampling method which included simple random and stratified random sampling procedures was employed. The targeted population was 390 respondents from six selected public universities in Kenya. This consisted of 240 lecturers, six deans of schools of education, 48 examination officers and 24 heads of departments in the School of Education. The data collection instruments were closed and open ended questionnaires, interviews and observation schedules. Data was analyzed by descriptive and inferential statistics. The findings of the study showed that student enrollment and student performance correlated negatively in that student population had affected the quality of learning, achievement and the administration of examination in the six public universities. It identified inadequacy, reluctance and delayed program duration as the negative effects of high student enrolment. The study further revealed that even though some public universities had adequately implemented educational policies, improved laboratories, lecture halls, and library facilities, the quality of student performance and achievement was still compromised. The potential beneficiaries of the discussions in this paper would be the deans of schools, heads of departments, examination officers and lecturers in the schools of education in the provision of better management skills on student enrollment level and teaching and learning of resources.