Thesis:

Influence of school distance on pupils’ academic performance in public primary schools in Bungoma north sub-county, Kenya

The purpose of this study was to investigate the influence of school distance on pupils’ academic performance in public primary schools in Bungoma North Sub-County, Kenya. Education is a critical component of human development, and various factors contribute to pupils’ success or failure, including the location of schools relative to pupils’ homes. Previous studies have highlighted the challenges faced by students living in remote areas, such as absenteeism, fatigue, and lower academic performance. This study sought to explore these dynamics in Bungoma North Sub-County, where geographical barriers have long been recognized as obstacles to academic achievement. The study was guided by three objectives:to assess the influence of school location on pupils’ academic performance, to examine the influence of perceived factors that determine school distance on pupils’ academic performance, and to determine the effectiveness of strategies employed by schools to mitigate the adverse effects of distance on academic performance. Three hypotheses were formulated to test whether school location, perceived factors, and appropriate strategies had a statistically significant effect on pupils’ academic performance. A descriptive research design was employed, and data were collected using questionnaires and interview guides from a sample of 200 pupils and 50 teachers selected through stratified and simple random sampling techniques. The study was conducted in a total of ten public primary schools across the sub-county. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings revealed that school distance significantly affects pupils’ academic performance. Pupils who traveled longer distances, particularly those exceeding 7 kilometers from their homes, performed poorly compared to those who lived closer to their schools. This was attributed to factors such as fatigue from long commutes, frequent lateness, and missed school days, which reduced the amount of instructional time pupils received. Teachers also reported challenges in managing pupils who arrived late, as this affected their ability to keep up with the curriculum. The study confirmed that school location has a statistically significant effect on pupils' academic performance, supporting the first hypothesis. In terms of perceived factors, socio-economic status emerged as a key determinant of pupils’ ability to cope with long distances. Pupils from low-income families, particularly those without access to transportation, were disproportionately affected by the challenges of commuting. Additionally, schools in more remote areas were found to lack basic amenities such as libraries and recreational facilities, further hindering academic performance. The second hypothesis was also confirmed as perceived factors were found to significantly affect performance. Finally, the study examined strategies employed by schools to address the challenges of distance. It was found that schools with strong instructional leadership and supportive teacher-student relationships were able to mitigate the negative effects of distance on academic outcomes. Effective communication between teachers and parents, as well as extracurricular activities, were identified as important strategies in improving engagement and academic success. This supports the third hypothesis that appropriate strategies positively influence pupils’ performance. The study concludes by recommending investments in transportation infrastructure, increased parental involvement, and improved resource allocation in remote schools. Further research is suggested to explore the long-term effects of school distance on educational attainment and to identify additional strategies to support students in geographically disadvantaged areas.