Effects of late entry to school on the academic performance of learner: case study of selected primary schools in Sacho zone, Baringo district of Kenya
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Date
2010-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, Institute of Open and Distance Learning
Abstract
The purpose of the study was to examine the impact of late entry and learner academic
performance of learners. The objectives were to establish the relationship between school
late entry and academic performance of learners. The study also examined the challenges
faced by teachers in handling learners who attend school at later age.
The study used across -sectional survey design to analyze both quantitative and
qualitative. The researcher collected data from 3 schools with a population of 200
respondents.
The researcher used a questionnaire instrument, observation and interview guide to
collect data.
The findings indicated that majority of the learners are faced with the problem of late
school entry which has greatly affected their academic performance. The findings also
indicated that learners who enter school late are faced with low self esteem, low
commitment, poor attitude and poor academic.
The study recommended the government of Kenya to encourage learners to join school
early through providing free education. The parents school should take their children to
schools as early as 6 years to avoid late entry to school.
Description
A report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirements for the award of the Diploma of Education of Kampala International University
Keywords
academic performance, late entry, primary schools