Abstract:
Research indicates that Kenya is experiencing class repetition in primary school
education despite the gains earlier made and benefits associated with universal access to
primary school education. The practice increases the possibility of the pupil to drop out of
school. The purpose of this study was to investigate class repetition intervention
strategies in primary school education in Kenya. In order to achieve the purpose of the
study, five objectives were addressed; to determine the pupil characteristics that influence
class repetition in primary school education, to ascertain whether pupil academic
performance influences class repetition, to establish teachers’ class repetition intervention
strategies, to investigate the relationship between head teachers’ transformational
leadership and class repetition in primary school education and to assess the relationship
between Government policy and class repetition in primary school education. The study
was guided by the theory of Self-Efficacy developed by Bandura Albert and pragmatism
philosophy. This study was conducted in Uasin Gishu County in Kenya involving 445
public primary schools selected using simple random sampling and purposive sampling
techniques. The respondents were 277 comprising of 137 head teachers, 137 class seven
teachers, 8 focus group and 3 Sub-County Education officers. The data of the study was
collected using the triangulation approach involving questionnaires, document analysis,
focus group discussion and interviews. The questionnaire was tested for reliability by
using of a Cronbach alpha single administration and the data was analyzed using
descriptive and inferential statistics and qualitative thematic approach. Pearson Product
Moment Correlation and Multiple Regression was used to analyze the data and to
determine the relationship and prediction between the independent variables and
dependent variable in the stated hypotheses. Data were presented in tables arising from
the data analysis techniques utilized in the study. The study found out that pupil
characteristics, teacher related strategies; head teachers’ transformational leadership and
Government policy initiative as an intervention strategies on class repetition. The
findings of this study will contribute towards the development of intervention strategies
to mitigate class repetition in primary school education in Kenya and strengthen the
country’s effort towards the EFA goals, Schools will develop and practice interventions
strategies that are workable within their circumstances. Research based supported
interventions will be enhanced in solving class repetition in primary schools. Education
policies formulation and implementation based on research findings, will form the basis
of intervention strategies on class repetition in primary school education in Kenya.