Please use this identifier to cite or link to this item:
|Title:||Socio-Economic Variables and Learners' Academic Performance: A case study of Selected Primary Schools in Gatondo Zone, Wanjohi Division, Kipipiri District.|
|Authors:||Kiragu, Pauline Nyawira|
|Publisher:||Kampala International University, College of Education, Open and Distance Learning..|
|Abstract:||Recent research statistics has shown that primary education level is faced by myriad of challenges. Kenyans cannot afford to complacent about it, thus there arise an immediate need to conduct an investigation on the issue of socio-economic influences on pupils academic performance. The study adopted a descriptive research design. This enhanced the researcher to obtain a better understanding of the socio-economic factors affecting academic performance of pupils in Gatondo zone, Wanjohi Division, Kipipiri district, Kenya. The method chosen allowed a collection of comprehensive and intensive data and provided an in-depth understanding of the topic understudy. Information collected was analyzed and edited to create consistency and completeness. After collecting the questionnaires they were edited for completeness and consistency across the respondents and to locate omissions. Information obtained from the research study was presented and analyzed using bar charts, narratives, and statistical figures. This report provides suggestions for more effective practice in the field of primary level education and measures based on the lessons learned from practical experience of the respondents. It is designed for policy makers, planners and stakeholders who have responsibilities in the education sector in the country.|
|Description:||A research report submitted to the Institute of Open and Distance Learning in Partial Fulfillment of the Requirement for Award of a Bachelor Degree of Education (Arts Primary) of Kampala International University.|
|Appears in Collections:||Bachelor Degree in Primary Education|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.