Publication: An analysis of effectiveness of school dynamics in the implementation of class repetition policy in primary schools in Embu East Sub-County, Embu County, Kenya.
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2015-10
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Mount Kenya University
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Abstract
Class repetition policy serves to minimize instances of forceful repetition of classes or grades in
primary schools. However, implementation of such policy has had its fair share of challenges in
its implementation. Thus, this study intended to analyze the school dynamics for implementation
of class repetition policy in primary schools in Embu East Sub-county, Embu County, Kenya.
The objectives of this study include; teachers’ attitudes, physical facilities and instructional
resources. This study was guided by the Ecological Systems Theory. This study applied mixed
methods approach, that is, both quantitative and qualitative methods. The study applied
concurrent triangulation design in which researcher implemented the quantitative and qualitative
methods during the same time-frame and with equal weight. The target population for this study
consisted of 71 head teachers, 797 teachers and 2132 Class VII pupils all totaling to 3000. The
researcher sampled 10 public primary schools, that is, 14.08% of 71 and 300 respondents, that is,
10% of 3000. Stratified sampling was used to create 5 different strata based on the number of
zones in Embu East Sub-county. From each zone, 2 primary school head teachers and 15
teachers were selected using purposive sampling. Similarly, from each stratum, 48 Class VII
Pupils were selected using simple random sampling. Questionnaires were used to collect data
from teachers, interview schedules from head teachers and focused group discussions for Class
VII Pupils. Piloting of the instruments was conducted amongst 10 teachers from a sample of
schools in Embu East Sub-county to establish validity, reliability, credibility and dependability.
Reliability of the instruments was determined using split-half technique. Correlation coefficient
between the two halves was obtained using Pearson’s Product Moment Correlation Method. A
reliability coefficient, r = 0.715 was obtained indicating higher internal consistency. Credibility
of qualitative data was established by triangulation through multiple analysts or experts whereas
dependability was established by reporting in detail to enable the researcher to repeat the inquiry
and achieve similar results. Analysis of data began by cleaning data and identifying common
themes from the respondents’ description of their experiences. Frequency counts of the responses
were then obtained to generate information about the respondents and to illustrate the general
trend of findings on the various variables that are under investigation. Qualitative data was
analysed thematically along the objectives whereas basic quantitative data was analysed using
One-Sample t-Test Analysis in Statistical Packages for Social Sciences (SPSS Version 21). The
findings of the study were presented using tables. Educators, teachers and other stakeholders
should develop a liking and positive attitude towards education of primary school pupils. This
may enhance their academic performance which, in turn, minimizes instances of class repetition.
School management should plan in advance to provide adequate school physical facilities to
avoid influx of pupils in the next class; a situation which may encourage forceful class repetition.
Schools and other education stakeholders should ensure that schools have sufficient, relevant,
appropriate and suitable instructional resources which may enhance academic performance of
pupils as a mitigant to forceful class repetition. The Ministry of Education should give room for
class repetition of learners who cannot cope with the demands of the next class or those who
have special challenges which require special attention.
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Leadership and management