Student’s Academic Performance in Rural and Urban Primary Schools in Kakamega South District, Kenya

Abstract

The main purpose of this study was to investigate students’ academic performance in rural and urban primary schools in Kakamega South district, Kenya. A comparison was done between various factors to establish reasons for the prevalent trend. Relevant literature was reviewed based on the study objectives. The study was based on descriptive survey method. A total of 12 head teachers and 120 students from 12 schools were interviewed. Questionnaires with both close and open ended questions were used. There was also use of interview guide for the focus group discussion. An observation schedule was also used. Data was analyzed using frequencies, percentages and speannan’ s rank correlation coefficient. The study revealed that there was significant difference between students performance in rural and urban schools. Several factors contributed to this including educational facilities and resources at their disposal. The study further recommended that there should be equity in the distribution of educational resources and facilities in both rural and urban areas. There was also need to have strategies to ensure rational deployment of teachers especially in rural areas which were found to be adversely affected. The Ministry of Education working with partners should mobilize resources to provide quality classrooms and educational facilities in rural areas. Besides, teachers working in rural schools should be offered incentives this could include building staff houses for the teachers. Other mechanism of motivating teachers working in especially harsh rural parts in the municipality should be offered some allowances like hardship allowance to encourage them to stay longer in the rural schools to curb the rampant shortage of teachers in the rural part of the district.