class repetition intervention strategies in primary school education in kenya

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.