Teacher-Pupil Ratios and Pupils’ Retention Rates versus Academic Performance in the Context of Free Primary Education: Empirical Evidence from Public Primary Schools in Lunga Lunga Subcounty, Kenya

Abstract

When National Rainbow Coalition government in Kenya came into power in 2002 and subsequent Jubilee government in 2013, pupils’ enrolment in primary school has been increasing every year. However, there has been contradicting studies on the influence of Free Primary Education on learners’ performance of the KCPE in schools across the country. Thus, this study delved into exploring some of the FPE dynamics that are influencing the performance in such schools using the Lunga Lunga Sub County public primary schools. The specific objective of the study was to determine the influence of teacher-pupil ratios and pupils’ retention rates on academic performance in public primary schools in Lunga Lunga Subcounty, Kwale County, Kenya. The study used a descriptive survey design with a target population of 41209 participants and a sample size of 27 head teachers and 354 pupils. The study stratified the schools and each stratum contributed 1 head teacher and 13 pupils. Data collection entailed questionnaires to collect data as descriptive and inferential statistics was used to analyse the data. The study findings show that Free Primary Education doubled teacher-pupils’ ratios and possibly affected the ability of the teachers to effectively engage pupils in presentations, discussions, debates and simulations. The study found that the difference in pupils’ retention rates versus their academic performance at 95% confidence interval was significant. The study recommends that the Ministry of education as the main stakeholder in management of public primary schools ought to initiate school retention programmes