Thesis:

Influence of the school improvement program (sip) grant project on educational outcomes of primary schools in Laikipia county, Kenya

Donor agencies, the government, and the intended recipients all have a significant stake in donor-funded initiatives. This study examined how the School Improvement Program (SIP) influenced the quality of education in schools implementing the program in Laikipia County. The study aimed to evaluate the impact of SIP Grant Project planning on educational outcomes and to analyze the role of stakeholder management within the SIP Grant Project on educational outcomes in primary schools, evaluate the impact of schedule management on educational outcomes, and determine how monitoring and evaluation have affected the educational outcomes anticipated by the SIP Project in Laikipia County primary schools. An ex-post facto research design was employed, targeting 36 out of 57 SIP schools in Laikipia. The key respondents included school headteachers, pupils, and county education officials. A stratified random sampling approach was employed to choose 36 school principals and 36 class teachers as the primary respondents. Questionnaires were utilized to gather data for the principals and students, while the County Quality and Standards Officer was interviewed. Additionally, the school's infrastructure and instructional materials were assessed using an observation schedule. Quantitative data from the observation schedules were categorized and analyzed thematically, v while qualitative data were analyzed through descriptive and inferential statistics utilizing SPSS version 23. This research was expected to be relevant to all education stakeholders in Kenya, raising awareness of the SIP's influence on education quality. The correlation analysis demonstrated a robust and statistically significant positive relationship between the rise in Kenya Certificate of Primary Education (KCPE) average scores and the overall success of the SIP project. While the link between increased enrollment and project success was weaker, it still showed statistical significance. However, the relationship between increased enrollment and improved KCPE mean scores was positive but not statistically significant. Furthermore, regression analysis indicated a weak and statistically insignificant relationship between "Average Project Success" and "Growth in Enrollment." The model did not provide enough evidence to substantiate the claim that "Average Project Success" significantly predicts "Growth in Enrollment" in this situation. However, the regression analysis demonstrated that "Average Project Success" was a strong predictor of "Growth in KCPE Mean Score," explaining 86.5% of the variation, indicating a robust relationship. Both the model and predictor variables had highly significant p-values (both 0.000), highlighting a strong and reliable association between Average Project Success and Growth in KCPE Mean Score.