SCHOOL BASED FACTORS INFLUENCING STUDENT’S ACADEMIC

PERFORMANCE AT GEZE-ATTERAYAPRIMARY SCHOOL

BY
ABDIN JIMA

ASSOSA UNIVERSITY INISTITUTE OF EDUCATION AND PROFESSIONAL

DEVELOPMENT STUDIES DEPARTMENT OF PHYSCIS

july.2024

ASSOSA, ETHIOPIA

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 SCHOOL BASED FACTORS INFLUENCING STUDENT’S ACADEMIC

PERFORMANCE AT GEZE-ATTERAYAPRIMARY SCHOOL

RESEACH SUBMITED TO THE DEPARTEMENT OF

PHYSICS INISTITUTE OF EDUCATION AND PROFESSIONAL
DEVELOPMENT STUDIES

ASSOSA UNIVERSITY IN PARTIAL FULFILMENT OF THE

REQUIRMENTS FOR THE BACHLAR DEGREE IN PHYSICS

By

ABDIN JIMA

ADVISORS:

--------------- GEZE-ATTERAYAPRIMARY
SCHOOL ------------------

july, 2024

ASSOSA, ETHIOPI

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 ACKNOWLEDGEMENTS
I wish to acknowledge the people who greatly contributed to the accomplishment of this research
project. I greatly appreciate my family for their moral support, patience and understanding. I
thank my classmates for their moral support and encouragement. Sincere thanks to my
supervisors, Administration and Planning for their enabling guidance, patience, constructive
criticism and personal interest in the progress of my study, their availability in reading
through the proposal and preparation towards my project. I will always remember their
humbling remarks and academic input towards my project work. Special thanks go to the staff
and students of primary schools in Teso South for
their support and co-operation during the period of study. May the almighty God bless all of
them abundantly.

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 ABSTRACT
The purpose of this study was to school based factors influencing studentsn academic
performance at geze-atterayaprimary school. The study’s objectives were to examine the effect
of human resources on students’ academic performance, to assess the influence of financial
resources on students' academic performance, to establish the influence of physical
resources on students’ academic performance and to determine how learning techniques
affect the students' academic performance in secondary schools. The study employed
the use of descriptive survey research design. The researcher targeted all the 12 secondary
schools in Teso South District. The target population was 12 head teachers, 24 form 3 and 4
class prefects and 12 director of studies. The study adopted purposive sampling techniques to
sample its respondents. The sample size comprised 12 head teachers, 24 form 3 and 4 class
prefects and 12 directors of studies. Observation schedule and questionnaires for head
teachers, class teacher and director of studies were used for data collection. Reliability was
ensured by using testing and re-testing methods and validity was tested through pilot study.
The major findings of the study may assist in providing data and information for proper
planning and decision at the Ministry of Education, leadership,CDF administration
and NGOs. Researchers will apply the recommendations of this study inadding new
knowledge in the area of study area. The major findings showed that human resource is not
well handles since from the findings most of the head teachers and director of studies do
not employ well trained school workers and their numbers are not enough to handle all
the students. Finance resource is not well established since the study indicates that most of
the head teachers find their schools having financial problems. The conclusion is that
physical resources is not well developed in most of the secondary schools since the study
revealed that an overwhelming number of head teachers and class prefects disagreed that
there schools have well developed physical resources This shows that learning techniques is
taken seriously in majority of the schools but the performance of the students is still
affected. The researcher has recommended that the head teachers should attend seminars and
workshops that teach the importance of a well-managed human resource, physical
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resource, financial resource and learning techniques. This is because the study depicted
majority of the schools are facing a challenge in schools.

Table of Contents
Contents Page
LIST OF TABLES .......................................................................vii

LIST Of ACRONYMS.................................................................................................................viii

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.1 Background to the Study........................................................................................................1

1.2 Statement of the Problem.......................................................................................................2

1.3 Purpose of the Study...............................................................................................................3

1.4 Objective of the Study............................................................................................................3

1.5 Research Questions..........................................................................................................3

1.6 Significance of the Study.......................................................................................................4

1.7 Delimitation of the Study.......................................................................................................4

1.8 Limitation of the Study...........................................................................................................4

CHAPTER TWO.............................................................................................................................5

LITERATURE REVIEW................................................................................................................5

2.1 Introduction............................................................................................................................5

2.2 Physical Resources and Academic Performance....................................................................5

2.3 Financial Resources and Academic Performance..................................................................6

2.4 Human Resource and Academic Performance.......................................................................7

2.5 Learning techniques and Academic Performance..................................................................7

2.6 Theoretical Framework..........................................................................................................8

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 2.7 Conceptual Framework..........................................................................................................9

2.7 Summary of Literature review.............................................................................................10

CHAPTER THREE.......................................................................................................................11

RESEARCH METHODOLOGY..................................................................................................11

3.1 Introduction..........................................................................................................................11

3.2 Research Design...................................................................................................................11

3.3 Target Population.................................................................................................................11

3.4 Sample Size and Sampling Technique.................................................................................12

3.5 Research Instruments...........................................................................................................12

3.7. Procedures of data collection..............................................................................................13

3.8. Methods of Data Analysis and Interpretation......................................................................13

Table 1- Time schedule for the research work...............................Error! Bookmark not defined.

Table 2- Budget Breakdown..........................................................Error! Bookmark not defined.

REFERENCES..............................................................................................................................29

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LIST OF TABLES Pages
Table 1- Time schedule for the research work............................Error: Reference source not found
Table 2- Budget Breakdown....................................................... Error: Reference source not found

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 LIST Of ACRONYMS
DQAS Director of Quality Assurance and Standards

EFA Education For All

IGA Income Generating Activities

SPSS Statistical Package for Social Sciences

UN United Nations

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 CHAPTER ONE
INTRODUCTION

1.1 Background to the Study

Education is an element in stimulation of social economic development as advanced by

several government policy documents and various scholars (ROK, 2007; World Bank, 2005;
Selina 2012). According to Todaro (2004) a country which is unable to invest in education
to develop knowledge and skills of her people and utilize them effectively in national
economy was unable to develop anything else. Hallack (1990) states that education has been
identified Worldwide as an important component that determines character and social
economic development of any nation. Developed countries like USA and Japan have a large
pool of highly skilled human resources. This has enabled them to not only exploit local natural
resources but also to identify and negotiate for other countries resources. Secondary school
education is fundamental ingredient for creating economic development. In the United
States it has been more important than increased capital in accounting for worker productivity
and US economic growth (Smith, 2003). The teaching force in most districts in Kenya is not
promising. Teachers complain of increased pupil teacher ratios, many primary schools are
understaffed. Many school management committees are of the opinion that as a result on the
ban of levies, they are unable to recruit extra teachers through the PTAs. In addition, these
problems are contributing significantly to high school drop out rates and have seriously
affected the inflow of pupils in primary education (Sifuna, 2009).

The performance of education is evaluated based on examinations given –and attainments

of students in such examinations. Examinations have been accepted by educationists and
other stakeholders as an important aspect of any education system (Mbatia, 2004). The
importance placed on examination has seen stakeholders come up with strategies aimed at
improving students’ performance in examinations (Juma, 2011).

Provision of good quality education require adequate physical facilities such as classrooms,
laboratories, human resource in form of teachers and support staff which are acquired based
on availability of financial resources in schools. This makes financial resource to be a key
resource in education provision (Mbatia,2004). (Wamukuru, 2006) asserts that the number
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of students exceeded the available human and physical facilities in the public schools. The
teacher-student ratio increased from the recommended 1:40 students per class to between 1:60
and 1:90 students per class (MOEST, 2010). Studies done on the impact of school
environment and students’ academic attainment attest to the fact that there is significant
relationship between school based factors and students’ performance (Mayama, 2012; Lumuli,
2009). Several researchers have identified factors that contribute to quality of education
in schools. These factors are classified under; school based factors and non school factors
that are external – not within school control. Internal factors are factors within school
control. For instance factors such as instructional management and teacher training have been
cited as school based factors (Digolo, 2003; Eshiwani,1993). Availability of physical resources
in a school will greatly influence the retention power of the school. Thomas and Martin (1996)
argue, “those who work in school as teachers and associate staff, school premises, furniture,
books and premises provide some of the means by which we transform our hopes and
aspirations for children’s education into daily learning opportunities. Though Poor supply of
these resources leads to low quality attainments as reflected through examinations results.
This study seeks to find out impact of school based factors; physical resources, human
resources and financial resources on students academic achievement in geze-atteraya primary
school.

1.2 Statement of the Problem

The desire to provide quality education for all children was one of the major objectives of
the struggle for independence. As such, the government of Ethiopia is currently implementing
measures to improve the quality of education in primary schools. Despite government
measures like teacher salary increase to boost performance, performance in public primary
school in geze-atteraya has been persistently low. With persistent low academic performance
in the district, there is need to investigate why academic performance has remained low. The
other researchers indicates that the academic performance of geze-atteraya primary school. is
below average and therefore it shows that the school based factors may be influencing the
academic performance of the students. This study therefore proposes to find out how school
based factors have contributed to academic performance as evidenced by students results in
mistry examinations.

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1.3 Purpose of the Study

The purpose of the study will to establish school based factors influencing academic
performance at geze-atteraya primary school..

1.4 Objective of the Study

The study will guided by the following objectives;

I. To examine the influence of human resources on students’ academic performance

in geze-atteraya primary school.

II. To determine the influence of financial resources on students' academic performance

in geze-atteraya primary school.
III. To establish the influence of physical resources on students’ academic performance
in geze-atteraya primary school.
IV. To determine how learning techniques influence the students' academic performance
in geze-atteraya primary school.

1.5 Research Questions

The study will guid on the following research questions.

I. What is the influence of human resources on students’ academic performance

in geze-atteraya primary school.?

II. How does a financial resource influence the students' academic performance
in geze-atteraya primary school.?

III. To what extent does physical resource influence students’ academic performance
in geze-atteraya primary school.?

IV. How does learning techniques influence the students' academic performance
in geze-atteraya primary school.?

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1.6 Significance of the Study

The study may be useful to the stakeholders in the Ministry of Education and policy
makers to establish areas that have knowledge and skill gap. It will help the policy makers in
human resource planning, allocation and disbursement of funds to public primary schools in the
country. The findings of the study may assist in providing data and information for proper
planning and decision at the Ministry of Education, leadership, CDF
administration and NGOs. Researchers will apply the recommendations of this study in
adding new knowledge in the area of study area.

1.7 Delimitation of the Study

The study focused on geze-atteraya primary school.. Under normal circumstances the study
will carried out in the entire republic. The researcher will appreciates that students’ academic
performance is an outcome of a complex combination of very many factors. However, this
study will restricted on the influence of human, financial and physical resources and school
infrastructure on students’ academic performance.

1.8 Limitation of the Study

Apart from school based factors that are studied by the researcher, in reality many other
factors influence students’ academic performance. As a result the findings of this study may
not exactly bring out the influence of such other factors. Generalization of the findings may
only be appropriate in regions which human, financial and physical resources share very close
characteristics as those of geze-atteraya primary school.

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 CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction

This section examines literature related to the study. The review is examinedunder;
Academic performance as an indicator of internal efficiency, physical resources and
academic performance, human resources and academic performance, financial
resources and academic performance, teacher motivation and academic performance and
challenges faced by schools in promotion of academic performance.

2.2 Physical Resources and Academic Performance

Various studies done on effect of school environment on academic performance attest to the
fact that school environment that is not conducive for learning may lead to under performance
(Chimombe, 2011). Provision of adequate learning facilities at all levels including
equipment and human resources enhances the quality and relevance of imparted skills of
learners (Lumuli, 2009). Learning involves interaction of students with the environment.
Teaching and learning resources include classrooms, laboratories, libraries, playing
fields, textbooks among others. Indeed physical resources go a long way in creating conducive
environment that promote effective teaching and learning. Juma(2011) links performance in
examinations to state of teaching and learning resources in schools. He notes that
students from poor backgrounds perform poorly in the examinations because the poor are
often in areas where schools are seriously deprived of vital facilities, an attitude of helplessness
may be inculcated early into children making them feel that being in school is a waste of time.
Physical materials in terms of adequacy and quality have been noted to have a great impact
on performance of students in the examination (Husen, Saha, & Noonan, 1978). A school
that has adequate instructional materials is likely to post better quality grades than a school
which has poor quality physical resources. A school with inadequate classrooms was forced
to accommodate more students than recommended. This will exert a lot of pressure on
resources such as teachers who may compromise their methodology as part of adaptive
mechanism (Nafukho, 1991; Pscharapolous & Woodhall, 1985). The lack of basic facilities

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like laboratories has compromised the teaching of science subjects. Topics that are meant to be
taught practically are taught theoretically as part of adaptive mechanism by teachers due
to inadequate resources to enable effective teaching of the same. This ends up affecting
negatively students’ performance reducing their competitiveness for opportunities whose
placement is pegged on performance in such subjects (Mayama 2012; Lumuli, 2009). This
study proposes to establish the state of physical facilities in public secondary school in Teso
South District in order to evaluate how it is impacting on academic performance of learners.

2.3 Financial Resources and Academic Performance

Financial resource is a key element among educational resources. Financial resources are
used for acquisition of other resource such as physical facilities, textbooks and human
resources (Lumuli, 2009). Availability or adequacy of financial resources will enable a
school acquire other facilities. Despite the importance of financial in promoting acquisition
of other resources Draft Report on Cost and Financing of education (RoK, 1995) notes that
schools have a narrow revenue base which consist of mainly school fees. School fees make up
over 90% of total revenue collected by the schools (Selina, 2012). Even if government has
been making contribution in form of subsidized secondary Education (SSE), the contribution
may be inadequate unless well managed. Collection of fees still varies from school to
school. Where collections are inadequate, the state of infrastructure was poorly developed
compromising content delivery. This ends up putting a lot of strain on existing resources
which end up compromising academic performance of the school (Eshiwani, 1993)
Various schools have adopted various techniques of financial management among them being
investing in income generating Activities (IGAs) to supplement school budgets. Funds earned
through IGAs are used to put up school infrastructure or acquisition of stationery to support
learning activity (Kiveu and Mayio, 2009).

Study done by Selina (2012) on the impact of IGAs on students Retention Rates in Public
Secondary Schools Vihiga District indicate that schools that had IGAs generated income
that was used in promotion of motivational Programmes for teachers. Such schools ended
up posting better performance in examination compared to schools that did not have
such arrangements (Ibid).
This study therefore proposes to find out factors that have led to variation in recorded

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performance among primary School in Geze Attaya by addressing the variation that exists
among schools that have led to differences in performance. In order to address the above
issue, this study proposes to establish how financial resources have been utilized to promote
performance of different schools as reflected in registered ministry results.

2.4 Human Resource and Academic Performance

Human resource in school includes teachers, support staff and students. Human resource as a
factor of production is affected by adequacy and quality as reflected by level of training and
level of motivation (Juma, 2011). According to behavioral scientists, effective worker
performance requires motivation ability and reward system that encourages quality work
(Ivancerich et al, 1994). Performance of teachers as reflected by level of training and
teaching experience will determine the quality of grades attained in an examination
(Harbison and Mayer, 1964; Husen et al, 1978 and Heinemann; 1981). A trained teacher will
have necessary pedagogical skills which will promote students’ understanding, motivating
a student to learn, thereby promoting academic performance. Adequacy of teachers is reflected
by student teacher ratio. Student teacher ratio reflects the number of student that is handled by
one teacher in a stream during a lesson (Lumuli, 2009). Low student teacher ratio means that a
teacher was able to handle fewer students, implying high attention level. High student ratio
implies that a teacher was able to handle many students at ago. This will make a teacher
to employ teaching methods which are deductive rendering students passive (Michelowa,
2003; Dembele & Miaro, 2003). However, there is need to strike balance as extremely low
student teacher ratio leads to under utilization of teachers while high student teacher ratio
compromises academic performances affecting quality of education. This study therefore seeks
to establish the impact of human resource on students’ academic performance as reflected by
ministry results.

2.5 Learning techniques and Academic Performance

In Britain, teachers emerging from programmes are only slightly better equipped for the
demands that will confront them than their predecessors thirty years go. This reflects the
static teacher training force itself out of touch to some degree with recent developments in
schools. In Britain the return of adult learner to the classroom meant that schools were dealing
with more sophisticated clientele than in the past. Staff development meant is essential for the
school to meet the wider responsibilities it is now expected to fulfill (Wilson, 2002).
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Teachers are essential players in promoting quality education in schools because they are
catalysts of change. Teachers at all levels of education system should have access to training
and ongoing professional development so that they can be able to participate locally and
internationally in decisions affecting their teaching environments (UNESCO, 2000).
Educational management has no choice as to whether to train teachers and other employees or
not. This is because the competence of employees will never last forever due to such
factors such as curriculum change, technological change transfers and promotions (Okumbe,
1998).
Education reforms processes tend to maintain the classical scheme of incorporating
teachers when the proposal has already been defined, counting teachers only as potential
trainees and implementers, thus ignoring the importance of teachers’ knowledge, experience
and active participation in the reform process(Mbatia, 2004). The shortage of well-trained
teacher was identified in the 1964 –70 development plans as a major obstacle to achieving
education for all. The plan emphasized the need of expanding teacher – training facilities in
order to reduce the number of untrained teachers and meet the demand of a rapidly
expanding primary education system.
It is necessary to develop a system of providing opportunities to teachers to undergo in-
service courses on a continuous basis. Apart from increased enrolment, more children from
different backgrounds was going to school, thus more special needs and over-age children.
In rural areas more children from poor home who may have been exposed to baby sitting and
herding are likely to go to school.
As a result, students’ needs have increased and teachers will require new skills andknowledge
(TSC Kenya, 2003). This study seeks to find out challenges experienced by selected
public secondary schools in Teso South District.

2.6 Theoretical Framework

The study was guided by Education production Function theory. Education function
represents mathematically the process of which a school transforms inputs (Stephen
&Eileen, 1990). An education production function is an application of the economic concept
of a production function to the field of education. It relates various inputs affecting a student’s
learning like pupil-teacher ratio, instructional materials, physical facilities that affect
the quality of education. It measure outputs including subsequent labor market success,
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school enrollment, graduation rates, and most frequently, standardized test scores. A large
number of successive studies, increasingly involving economists, produced inconsistent
results about the impact of school resources on student performance, leading to
considerable controversy in policy discussions. Additionally, policy discussions about
class size reduction heightened academic study of the relationship of class size and
achievement.

2.7 Conceptual Framework

Figure 2.1: Conceptual Frame showing interrelationship between variables

and academic achievement
Independable variables Dependable variable
Physical Resources
adequacy
• Classrooms
• Textbooks
• Laboratories
• Workshops

Teaching and learning Academic

Financial resources activities performance
• Adequacy (fee payment • Assessment
• Management • Institutional climate Quality attained
& systems (Grades attained
• Diversity in examination)

Human resources
• Adequacy
• Quality (qualification)
• Motivation (Attitude)

Resources financial resource is key for it affects availability of physical and human
resource. Financial resources enable putting up of physical facilities and acquisition of
human resource. The quality of physical and human resource that affects teaching and
learning was determined by availability of financial resources. When financial resources
are adequate, human resource was acquired motivation for teachers’ workers. Adequacy
of financial resources mainly depends of fee payment and effective management of the same.
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Therefore teachers’ expectations have great influence on students’ grades. Availability of
textbooks, trained teacher and physical resources such as classrooms influence students’
performance.

2.7 Summary of Literature review

Various studies done on effect of school based factors on academic performance attest to the
fact that school environment that is not conducive for learning may
lead to under performance (Chimombe, 2011). Financial resource is a key element among
educational resources. Financial resources are used for acquisition of other resource such as
physical facilities, textbooks and human resources (Lumuli, 2009). These studies did not
include all the school based factors like learning techniques and so this study will research on
the left factors.

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 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction

This section presents Methodology to be used in the study. It is presented under; Research
Design, Target population, Sample Size ,Sampling Technique and, Research Instruments,
Data collection procedures and Data Analysis Techniques.

3.2 Research Design

This study will use a descriptive survey research design. In using this design, data collection
is carried out in a structured process. Kumar (2005) argues that the goal of descriptive research
is to describe the characteristics of a selected phenomenon and involves the collection of data
without manipulation of variables. The sole purpose of descriptive research is to provide an
accurate and valid representation of the factors or variables that pertain are relevant to the
research question. Descriptive survey research is helpful in indicating trends in attitudes
and behaviors, and enables generalization of the findings of the research study to be done
(Neuman, 2000). This design will appropriate for this study because it will enhance the
amount of quality information yielded.

3.3 Target Population

The study targeted the 1 public primary school in geze-atteraya. This resulted to 1 head
teachers and 1 Directors of Studies (DOS) from the targeted school. The study also targeted 24
form 7 and 8 class prefects from each of the streams in the 1 school since they was in the
school system long enough to understand the school based factors affecting their academic
performance. Target population is the specific components that the study focuses on and to
which the findings of the research are generalized (Patton, 2002). The study targeted schools
that have been presenting candidates for ministry examination. Target population is finite in
size, exists within a given time frame, and is accessible. Patoon (2002) argue that for a
target population to be plainly defined, there is need to clearly define the properties that the
researcher anticipates to investigate by use of an working definition.

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3.4 Sample Size and Sampling Technique
This study used purposive sampling to sample the 1 head teachers, 2 class prefects and 1
DOS. This will selected basing on the researcher’s knowledge of the population and the
objectives of the research (Connaway & Powell, 2010). Mugenda and Mugenda (2003)
argue that the researcher uses elements with the required information in line with the
objectives of the study and that the criteria for selecting these elements must be specified. The
head teachers were purposively earmarked because they are charged with responsibility of
curriculum implementation and administrative duties. They play a control role in initiation of
motivation programmers and acquisition of necessary resources that promote academic
performance in schools.
Director of studies are also earmarked due to central role they play as academic co-ordinators
and principal advisor of head teachers on academic issues. Since they were charged with
responsibility of overseeing curriculum implementation, they were versed with information on
factors within the school that had promoting or hindering promotion of academic performance.

3.5 Research Instruments

The questionnaire was instrument for Primary data collection. The questionnaires are
administered to the head teachers, DOS and the class prefects. The questionnaires will have
both open and closed ended questions; one set for head teachers and another set for DOS.
The questionnaires sought information on the state of physical, financial and human resources
in the school and how the same is impacting on academic performance in the school. The
questionnaires also sought information on the challenges school facing in their endeavor
to promote academic programmes. Questionnaires are advantageous because they saves time
on the part of the researcher and heightens the independence and accuracy of responses
from respondents (Jwan, 2010). Direct observation will use to capture the state of teaching and
learning resource in the school. This enabled the researcher to verify information captured
through questionnaires. Document analysis was used to capture academic performance in
school. This was very important for information provided through such documents is verifiable
and permanent in nature. The blending of various instruments as proposed in this study
was an acceptable technique in research (Kothari, 2008; Saunders et al 2007).

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3.7. Procedures of data collection

To answer the research questions raised, the researcher will go through series of data gathering
procedures. The expected relevant data was gathered by using questionnaires, interview,
observation and document analysis. Having letters of authorization from Asosa University and
zone education office (for additional letters towards woreda and school) for ethical clearance, the
researcher directly will go to Geze ataeraya primary school for pilot study.

At the end of all aspects related to pilot test, the researcher will contact all woreda education
offices and the principals of respective schools for consent. After making agreement with the
concerned participants, the researcher will introduce his objectives and purposes. Then, the final
questionnaires was administered to teachers, and students with in selected school. The
participants was allowed to give their own answers to each item independently as needed by the
researcher. They will closely assist and supervised by the data collectors to solve any confusion
regarding to the instruments. Finally, the questionnaires was collected back at the right
appointment.

The interviewees are school principal and cluster supervisor. The interview was conducted after
participants’ individual consent will also be proved to lessen communication barriers during in
depth discussions.

3.8. Methods of Data Analysis and Interpretation

The data was analyzed both quantitatively and qualitatively. The analysis of the data was based
on the responses collected through questionnaires, interview, observation, and document
analysis.

The data collected through closed ended questions was tallied, tabulated and filled in to SPSS
and interpretation was made with help of percentage, and frequency. Because, the percentage
was computed to analyze the background information of the respondent, whereas, the mean was
derived from the data as it will serve as the basis for interpretation of the data as well as to
summarize the data in simple and understandable way (Aron et al. 2008).. From different types
of inferential statistics the researcher will use one way

On the other hand, the data obtained from observation and the document analysis, open ended
questions and structured and unstructured interview was analyzed qualitatively. The qualitative
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analysis was done as follows. First, organizing and noting down of the different categories was
made to assess what types of themes may come through the instruments to collect data with
reference to the research questions. Then, transcribing and coding the data to make the analysis
easy. Also the results was triangulated with the quantitative findings. Finally the findings was
concluded and suggested recommendation was forwarded.

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 CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND FINDINGS
4.1 Introduction
The chapter presents the findings and discussions of the study. The data presented
includes the effect of human resources, financial resources, physical resources and
learning techniques on students' academic performance at Geze-atteraya primary
school
Table 4.2 Age of the head teachers and DOS respondents

Head teachers Director of studies

Frequency Percentage Frequency Percentage

Below 40 years 4 33% 4 33%

41 – 50 years 7 58% 6 50%

51 – 60 years 1 9% 2 17%

Above 60 years 0 0% 0 0%

Total 12 100% 12 100%

From the Table 4.2, majority of the head teachers and director of studies 7 (58%) and 6 (50%)
were aged between 41 – 50 years respectively. From this it can be deduced that majority of
the respondents were mature enough and an indication that they had worked for long enough.
This made them suitable to understand the school based factors that affect the students’
performancein geze-atteraya primary school This also implies that the teaching
fraternity in the secondary schools are mature enough to handle their teaching
professionally. This might be supporting the academic performance of the students at KCSE.

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Table 4.4 Human resources has effect on the academic performance of

students

Head teachers DOS

Response Frequency Percentage Frequency Percentage

Yes 10 83% 12 100%

No 2 0% 0 0%

Total 12 100% 12 100%

Table 4.4 shows that the majority 10 (83%) of the head teachers respondents
indicated that the human resources has effect on the academic performance of
students. The entire 12 (100%) of the director of studies agreed that the human
resources has effect on the academic performance of students. This implies that the
majority of the respondent’s acknowledges that human resource plays an important
role in students’ academic performance and therefore should be managed well in
the secondary schools.

Human resource in school includes teachers, support staff and students. Human
resource as a factor of production is affected by adequacy and quality as reflected by
level of training and level of motivation (Juma, 2011). Adequacy of teachers is reflected
by student teacher ratio. Student teacher ratio reflects the number of student that is
handled by one teacher in a stream during a lesson (Lumuli, 2009).

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Table 4.5 presents the response of head teachers on the statement of there being
enough teachers to handle students.

Table 4.5 There are enough teachers to handle students

Head teachers DOS

Response Frequency Percentage Frequency Percentage

Strongly agree 0 0% 0 0%

Agree 0 0% 0 0%

Undecided 2 16% 0 0%

Disagree 4 32% 1 8%

Strongly disagree 6 52% 11 92%

Total 12 100% 12 100%

Table 4.5 shows that the majority 10 (84%) of the head teachers respondents
disagreed that there are enough teachers in their schools to handle all the students. The
entire 12 (100%) of the director of studies also disagreed that there are enough
teachers in their schools. This implies that there is no enough teaching staff in the
schools and therefore this might be affecting the academic performance of the students.
This finding is reflected in (Ivancerich et al, 1994) who indicated that according to
behavioral scientists, effective worker performance requires motivation ability and

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reward system that encourages quality work. Low student teacher ratio means that a
teacher will be able to handle fewer students, implying high attention level.

High student ratio implies that a teacher will be able to handle many students at ago.
This will make a teacher to employ teaching methods which are deductive rendering
students passive (Michelowa, 2003; Dembele & Miaro, 2003). However, there
is need to strike balance as extremely low student teacher ratio leads to
underutilization of teachers while high student teacher ratio compromises academic
performances affecting quality of education
Table 4.6 presents the response of head teachers and DOS on the statement of
school workers being well trained on their job.
Table 4.6 School workers are well trained on their job

Head teachers DOS

Response Frequency Percentage Frequency Percentage

Strongly agree 2 16% 0 0%

Agree 2 16% 0 0%

Undecided 0 0% 0 0%

Disagree 5 42% 1 8%

Strongly disagree 3 26% 11 92%

Total 12 100% 12 100%

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Table 4.6 shows that the majority 8 (68%) of the head teachers respondents
disagreed that the school workers are well trained on their job. The entire 12
(100%) of the director of studies also disagreed that the school workers are well
trained on their jobs. This implies that the services offered to the students by the
school workers are not professional and thus might be affecting their academic
performance negatively. Performance of teachers as reflected by level of training and
teaching experience will determine the quality of grades attained in an examination
(Harbison and Mayer, 1964; Husen et al, 1978 and Heinemann; 1981). A trained
teacher will have necessary pedagogical skills which will promote students’
understanding, motivating a student to learn, thereby promoting academic performance.
Table 4.7 display the response on the effect of finance resources on academic
performance.
Table 4.7 Finance resources affect academic performance of students

Head teachers DOS

Response Frequency Percentage Frequency Percentage

Strongly agree 6 % 9 75%

Agree 4 % 1 8%

Undecided 2 % 0 0%

Disagree 0 0% 0 0%

Strongly disagree 0 0% 2 17%

Total 12 100% 12 100%

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Table 4.7 presents that a majority 10 (83%) of the head teachers find that finance
resources affect the academic performance of the students. A majority 10 (83%) of the
director of studies also agreed that finance resources play a great role in the academic
performance of the students. This therefore implies that the finance should be
provided to the school management in order to run the schools well. This will
enhance the academic performance of the students positively.
Financial resource is a key element among educational resources. Financial
resources are used for acquisition of other resource such as physical facilities,
textbooks and human resources (Lumuli, 2009). Availability or adequacy of
financial resources will enable a school acquire other facilities. Despite the
importance of financial in promoting acquisition of other resources Draft Report on
Cost and Financing of education (RoK, 1995) notes that schools have a narrow revenue
base which consist of mainly school fees. content delivery. This ends up putting a lot of
strain on existing resources which end up compromising academic performance of the
school (Eshiwani, 1993)
Various schools have adopted various techniques of financial management among them
being investing in income generating Activities (IGAs) to supplement school budgets.
Funds earned through IGAs are used to put up school infrastructure or acquisition of
stationery to support learning activity (Kiveu and Mayio, 2009).

4.6 Influence of Physical Resources on Students’ Academic Performance

The researcher assessed the influence of physical resources on students’ academic
performance, this is because physical resources make the teaching and learning in
secondary schools comfortable. This was done by studying the availability of a
spacious library, adequacy of classrooms to handle all the students, adequate toilets
and latrines, enough dormitories and availability of a spacious playing ground.
Table 4.10 displays the response on the influence of availability of physical
facilities on the student’s academic performancein geze-atteraya primary school

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Table 4.10 Availability of physical facilities affect academic performance of
students

Head teachers Class prefects

Response Frequency Percentage Frequency Percentage

Strongly agree 12 % 12 50%

Agree 0 % 9 37%

Undecided 0 % 0 0%

Disagree 0 0% 3 13%

Strongly disagree 0 0% 0 0%

Total 12 100% 24 100%

Table 4.10 presents that the entire 12 (100%) of the head teachers strongly agreed that
availability of physical facilities affect academic performance of students. A majority
21 (87%) of the class prefects agreed of studies also agreed that availability of
physical facilities affects the students’ academic performance. This means that the
respondent’s acknowledge the importance of physical facilities on the student’s
academic performance and therefore all schools should be keen in developing them.
This might influence the student’s academic performance positively. Various
studies done on effect of school environment on academic performance attest to the
fact that school environment that is not conducive for learning may lead to under
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performance (Chimombe, 2011). Provision of adequate learning facilities at all
levels including equipment and human resources enhances the quality and relevance
of imparted skills of learners (Lumuli, 2009).

Table 4.11 displays the response on the availability of a spacious and equipped
school library.
Table 4.11 There is a spacious and well equipped school library

Head teachers Class prefects

Response Frequency Percentage Frequency Percentage

Strongly agree 0 0% 5 21%

Agree 0 0% 1 4%

Undecided 2 16% 1 4%

Disagree 2 16% 8 33%

Strongly disagree 8 68% 9 38%

Total 12 100% 24 100%

Table 4.11 displays that a majority 10 (84%) of the head teachers disagreed that in their
schools there is a spacious and well equipped school library, an equally high percentage
of class prefects 17 (71%) disagreed that their schools have a spacious and well
equipped school library. This implies that the students do not get adequate
learning resources and the teachers too do not have enough reference material for
teaching. This might be affecting the academic performance of the students’ in the
Kenya Certificate of Secondary Education.
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Ombou (2001) links performance in examinations to state of teaching and learning
resources in schools. He notes that students from poor backgrounds perform
poorly in the examinations because the poor are often in areas where schools are
seriously deprived of vital facilities, an attitude of helplessness may be inculcated early
into children making them feel that being in school is a waste of time.
Table 4.12 displays the response on there being enough classrooms to handle all
students.
Table 4.12 There is enough classrooms to handle all students

Head teachers Class prefects

Response Frequency Percentage Frequency Percentage

Strongly agree 0 0% 0 0%

Agree 0 0% 4 17%

Undecided 2 17% 0 0%

Disagree 6 50% 8 34%

Strongly disagree 4 33% 12 49%

Total 12 100% 24 100%

Table 4.12 displays that a majority10 (83%) of the head teachers disagreed that there
is enough classrooms to handle all the students in the school. A majority 20 (83%) of
the class prefects also disagreed that there is enough classrooms to handle all the
students. This implies that majority of schools lack enough classrooms that is a
basic requirement for learning. This might be affecting the academic performance of
23 | P a g e
the students. Physical materials in terms of adequacy and quality have been noted to
have a great impact on performance of students in the examination (Harbison and
Mayer 1964, Husen et al, 1978; Heinemann, 1981). A school that has adequate
instructional materials is likely to post better quality grades than a school which has
poor quality physical resources. A school with inadequate classrooms will be forced to
accommodate more students than recommended. This will exert a lot of pressure on
resources such as teachers who may compromise their methodology as part of adaptive
mechanism (Nafukho, 1991; Pscharapolous &Woodhall, 1985).
Table 4.13 displays the response on the school having enough toilets and latrines for
students.
Table 4.13 The school has enough toilets and latrines for students

Head teachers Class prefects

Response Frequency Percentage Frequency Percentage

Strongly agree 0 0% 2 8%

Agree 0 0% 0 0%

Undecided 0 0% 3 12%

Disagree 2 17% 0 0%

Strongly disagree 10 83% 19 80%

Total 12 100% 24 100%

Table 4.13 displays that the entire 12 (100%) of the head teachers disagreed that their
schools have enough toilets and latrines for students, a majority 19 (80%) of the class

24 | P a g e
prefects also disagreed that there is adequate toilets and latrines for students. This
implies that the basic requirements of toilet and latrines are not provided to the
school and therefore this might be affecting the academic performance of the
students. The lack of basic facilities like toilets and laboratories has compromised
the teaching of science subjects. Topics that are meant to be taught practically are
taught theoretically as part of adaptive mechanism by teachers due to inadequate
resources to enable effective teaching of the same. This ends up affecting
negatively students’ performance reducing their competitiveness for opportunities whose
placement is pegged on performance in such subjects (Mayama & Lumuli; 2009).

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 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
This chapter presents the study in a summary and makes conclusions based on the
results. The recommendations from the findings and areas for further research are also
presented.

5.2 Summary of the Study

The study aimed to investigate the school based factors influencing students’
academic performance at Geze-atteraya primary school The researcher singled out four
school based factors influencing students’ academic performance at at Geze-atteraya
primary school. The findings are summarized per objective as follows:
The findings of human resources effect on students academic performance
indicated that a majority 8 (68%) of the head teachers respondents disagreed that the
school workers are well trained on their job. The entire director of studies also disagreed
that the school workers are well trained on their jobs. A majority of the head teachers
respondents disagreed that there are enough teachers in their schools to handle all the
students. The entire 12 (100%) of the director of studies also disagreed that there are
enough teachers in their schools.

The findings on availability of finance resources in schools shows that the

majority 10 (83%) of the head teachers respondents disagreed that students can
purchase school needs comfortably. The entire 12 (100%) of the director of
studies also strongly disagreed that students can purchase school’s needs
comfortably. The entire head teachers’ respondents disagreed that their schools have
adequate financial resources. The majority 9 (76%) of the director of studies also
disagreed that their schools have adequate financial resources. This might be affecting
the academic performance of students.

The findings on effect of physical facilities on academic performance indicated that

26 | P a g e
the entire head teachers strongly agreeing that availability of physical facilities
affect academic performance of students. A majority 21 (83%) of the class prefects
agreed of studies also agreed that availability of physical facilities affects the
students’ academic performance. A majority 9 (75%) of the head teachers
disagreed that there is a spacious playing ground in their schools. A majority 11
(91%) of the director of studies also disagreed that there is spacious playing ground in
the school for students. Half of the head teachers disagreed that there is enough
dormitories to handle all students. A majority 14 (59%) of the class prefects also
disagreed that there is enough dormitories to handle all students in the school. The
entire head teachers disagreed that their schools have enough toilets and latrines for
students, a majority 19 (80%) of the class prefects also disagreed that there is
adequate toilets and latrines for students. A majority10 (83%) of the head teachers
disagreed that there is enough classrooms to handle all the students in the school.

Effect of learning techniques on the academic performance study revealed the

following results as of the respondents. A majority 10 (83%) of the head teachers
agreed that learning techniques affects the academic performance of students. The entire
12 (100%) of the director of studies also agreed that learning techniques affect the
students’ academic performance. Majority 8 (67%) of the head teachers disagreed that
teachers use teaching and learning aids during lessons. The majority 13 (55%) of the
class teachers also disagreed that their teachers use teaching and learning aids during
lessons. This might be affecting the academic performance of the studentsi n g e z e -
a t t e r a y a p r i m a r y s c h o o l A majority 11 (92%) of the head teachers agreed
that there is group discussion done among students in the school. A majority 16
(67%) of the class prefects agreed that there is group discussion done among students in
their schools. This might be affecting the students’ academic performance.

5.3 Conclusions
The following conclusions were drawn from the research questions and the
findings of the study; human resource is not well handles since from the findings most
of the head teachers and director of studies do not employ well trained school
workers and their numbers are not enough to handle all the students. In conclusion,
human resource in geze ateraya primry school is a concern that affects the students
27 | P a g e
academic performance.
Finance resource is not well established since the study indicates that most of the head
teachers find their schools having financial problems. The class prefects and the director
of studies in the primary schools also indicated that their primary schools do not have
alternative financial resources to support their school. This definitely ends up affecting
the academic performance of the students. It can be concluded that physical resources is
not well developed in most of the primary schools since the study revealed that an
overwhelming number of head teachers and class prefects disagreed that there
schools have well developed physical resources. This affects the academic
performance of the students negatively since they do not get a comfortable
environment to study.
In conclusion, learning techniques is practiced since majority of the head teachers and
class prefects agreed that teachers employ use of teaching and learning aids in their
teaching. This shows that learning techniques is taken seriously in majority of the
schools but the performance of the students is still affected.

5.4 Recommendations
The researcher makes the following recommendation;

 The head teachers should attend seminars and workshops that teach
the importance of a well-managed human resource. This is because the study
depicted majority of the schools are facing a challenge in schools’ human
resource.
 The DEO should arrange for workshops for both teachers and head
teachers to be sensitized of the ways to improve the schools finance
resource that affect academic performance of students.
 The Head teachers in the district should arrange for school exchange
programs to learn how to manage the physical resource in the school that
influence academic performance of the students.
 The government should organize workshops and trainings for the
headteachers to make them understand the benefits of learning resources.

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5.5 Recommendations for Further research
 The recommendations for further studies include;

 Further study should be done on the influence of home based factors since this
study only focused on the school based factors.
 Research should be done on other areas since this was based in Teso South
district and therefore the findings might defer.

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