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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Kampala International University, Institute of Open and Distance Learning
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.
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
academic performance, late entry, primary schools