Thesis:

Effects of pupils’ transfers on academic performance in Public primary schools in Kimilili sub-county, Kenya

Globally, pupil transfers 1 have 1 been 1 taking place 1 in 1 public primary schools. Despite 1 the 1 fact that exist numerous 1 studies 1 on 1 academic performance 1 of pupils 1 across 1 the 1 world, there 1 is 1 scanty the 1 on 1 information 1 effect of pupil transfers 1 on 1 academic performance. Hence, the 1 need 1 for this 1 study which assessed 1 the 1 effects 1 of pupil transfers 1 on 1 academic performance 1 in 1 public primary in 1 schools 1 Kimilili Sub-County, Kenya. The 1 study specifically sought to; establish the 1 effect of social factors 1 on 1 academic performance 1 of pupils 1 who transferred 1 in 1 public primary schools 1 in 1 Kimilili Sub-County; determine 1 the 1 effect of psychological factors 1 on 1 academic performance 1 of pupils 1 who transferred 1 in 1 public primary schools 1 in 1 Kimilili Sub-County; find 1 out the 1 effect of transferred 1 in 1 schools 1 pupils’ self-esteem on 1 self-esteem on 1 academic performance 1 in 1 public primary Kimilili Sub-County; and 1 determine 1 the 1 effect of motivation 1 on 1 academic performance 1 of pupils 1 who transferred 1 in 1 public primary schools 1 in 1 Kimilili Sub-County. The 1 study adopted 1 the 1 approach and 1 methods 1 mixed 1 the 1 convergent parallel design. The 1 target population 1 was 1 470 comprising of 12 head 1 teachers, 150 class 1 teachers 1 and 1 308 pupils 1 who transferred 1 schools 1 respectively. Stratified 1 simple 1 random sampling technique 1 was 1 used 1 to select the 1 quantitative 1 purposive 1 and 1 teachers 1 of class 1 sample 1 principals 1 and 1 respondents 1 learners. Yamane’s 1 (1967) formulae 1 was 1 used 1 to select a sample 1 size 1 of 295 comprising of 174 pupils, 109 class 1 teachers 1 and 1 12 head 1 teachers. Quantitative 1 data collected 1 was 1 using questionnaires 1 while 1 qualitative 1 data was 1 collected 1 using focused 1 group and 1 discussions 1 key informant interviews. Quantitative 1 data was 1 analyzed 1 using the 1 SPSS 1 computer programme 1 while 1 the 1 qualitative 1 data was 1 analyzed 1 using thematic analysis 1 and 1 narrative 1 in 1 presented 1 qualitative 1 and 1 quantitative 1 results 1 shows 1 analysis 1 correlation 1 Pearson 1 pupils. The 1 all examined 1 between 1 correlation 1 improvements 1 associated 1 are 1 findings 1 in 1 easily be 1 can 1 and 1 literature 1 it is 1 Thus 1 the 1 on 1 county and 1 the 1 strengthen 1 and 1 and 1 factors 1 the 1 sampling techniques 1 were 1 used 1 to select the 1 samples 1 of form. Reliability of class 1 teachers’ questionnaires 1 was 1 ascertained 1 by Cronbach Alpha coefficient method 1 that yielded 1 a value 1 of .871. The 1 instruments 1 were 1 evaluated 1 by two experts 1 in 1 the 1 field 1 and 1 through data triangulation 1 both content and 1 construct validity were 1 established. All literature 1 sources 1 used 1 are 1 acknowledged 1 to avoid 1 plagiarism. Triangulated 1 that transfers 1 strongly affect academic performance 1 of revealed 1 outcome 1 statistically significant positive 1 relationships 1 variable. Psychological factors 1 had 1 the 1 strongest (r = 0.714, p = 0.000), followed 1 by social factors 1 (r = 0.671, p = 0.001), self-esteem (r = 0.529, p = 0.000), and 1 motivation 1 (r = 0.423, p = 0.000). These 1 findings 1 suggest that psychological well-being, social support, self-esteem, and 1 motivation 1 are 1 all with better outcomes, with psychological and 1 social factors 1 having the 1 most substantial impact. Results 1 from interviews 1 of head 1 teachers 1 also confirmed 1 the 1 quantitative 1 findings. These 1 specifically important to pupils 1 because 1 the 1 challenges 1 facing them are 1 now apparent mitigated. The 1 findings 1 also contribute 1 empirical information 1 to existing subject of transfers 1 and 1 academic performance 1 especially in 1 primary schools. the 1 with TSC and 1 conjunction 1 in 1 that schools 1 recommended 1 Ministry of Education 1 at sub-county level should 1 develop guidelines 1 to safeguard 1 the 1 needs 1 of transferred 1 pupils. School boards 1 of management in 1 conjunction 1 with other stakeholders 1 should 1 also and 1 guidance 1 the 1 counseling programme 1 especially through capacity building of teachers. The 1 findings 1 of this 1 study also forms 1 a basis 1 for further research in 1 the 1 area of transfers 1 academic performance 1 especially in 1 primary schools.