European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 4 │ 2017
doi: 10.5281/zenodo.344956
QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE
ON PERFORMANCE IN SECONDARY EDUCATION:
A SMALL SCALE STUDY OF A COUNTY IN KENYA
Omae, Nelson Siocha,
Henry Onderi*i,
Mwebi Benard
School of Education,
Jaramogi Oginga Odinga University of Science and Technology,
P.O. Box 210-40601, Bondo, Kenya
Abstract:
Learning infrastructure is a key base for effective teaching and learning in schools. The
infrastructure
forms
a
very
important
component
in
ensuring
successful
education. The purpose of the study was to evaluate quality implications of learning
infrastructure on secondary education in a County in Kenya. The objective of the study
was to explore the quality implications of learning infrastructure on secondary
education. The study employed the Production Function Theory. The study adopted
sequential explanatory design that was employed within mixed methods approach. The
target population constituted of 334 principals, 334 senior teachers and 9 education
officers. The sample size constituted of 181 principals 181 senior teachers selected
through stratified random sampling technique and 9 education officers selected by
saturated sampling technique. Instruments for data collection were questionnaires,
interview schedule. Reliability was determined by piloting through the split-half
method. The reliability index for the instrument was 0.826. Quantitative data for the
study was analyzed using descriptive and inferential statistics. Qualitative data was
analyzed using thematic analysis. On the concern about educational facilities; library
had the highest Product-Moment Correlation Coefficient (PMCC) of (r = .832, p=.001),
this was followed by a correlation of .800 for laboratory. This shows that they had a
positive association in the model of educational facilities. Further; there were also
positive correlations of .730, .716 and .715 for administration offices and water,
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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Omae, Nelson Siocha, Henry Onderi, Mwebi Benard
QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
administration offices and classroom, laboratory and classroom respectively. This study
finding might assist in decision making to the Ministry of Education and all other
stakeholders in education in implementing policies that might ensure provision of
educational infrastructure for quality education. This study recommends that the
Ministry of Education (MoE) and schools revisit their policies related to provision of
safety measures and work towards their implementation.
Keywords: learning infrastructure, secondary education, learning outcomes, quality
education, educational infrastructure, performance, county, Kenya
1. Introduction
UNICEF (2000) asserted that quality education includes learners who are healthy, wellnourished and ready to participate and learn, and supported in learning by their
families and communities; school environments that are healthy, safe, protective and
gender-sensitive, and provide adequate resources and facilities; content that is reflected
in relevant curricula and materials for the acquisition of basic skills, especially in the
areas of literacy, numeracy and skills for life, and knowledge in such areas as gender,
health, nutrition, HIV/AIDS prevention and peace; processes through which trained
teachers use child-centred teaching approaches in well-managed classrooms and
schools and skilful assessment to facilitate learning and reduce disparities and
outcomes that encompass knowledge, skills and attitudes, and are linked to national
goals for education and positive participation in society.
Bernard (1999) asserted that quality of education entails all aspects of the school
and its surrounding education community, the rights of the whole child, and all
children, to survival, protection, development and students’ participation rates. This
means that the focus is on learning which strengthens the capacities of children to act
progressively on their own behalf through the acquisition of relevant knowledge, useful
skills and appropriate attitudes; and which creates for children, and helps them create
for themselves and others, places of safety, security and healthy interaction.
World Bank (2009) highlighted nine indicators of quality of education in the
following order: libraries; instructional time; homework; textbooks; teacher subject
knowledge; teacher experience; laboratories; teacher salaries; and class size.
Republic of Kenya (2012) noted that learning can occur anywhere, but the
positive learning outcomes generally sought by educational systems happen in quality
learning environments. Learning environments are made up of quality educational
facilities. Further indicates that content refers to the intended and taught curriculum of
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Omae, Nelson Siocha, Henry Onderi, Mwebi Benard
QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
schools. National goals for education, and outcome statements that translate those goals
into measurable objectives should provide the starting point for the development and
implementation of curriculum and co-curricular activities. Educational processes entail
how teachers and administrators use inputs to frame meaningful learning experiences
for students.
Bray, Clarke and Stephens (2002) discovered that quality education is fruitful
when there are adequate quantity and quality of physical infrastructure; and that
unattractive school buildings, crowded classrooms, non-availability of playing ground
and surroundings that have no aesthetic beauty can contribute to poor academic
performance. To emphasize further the issue of physical facilities underscores the
importance of developing adequate and appropriate physical facilities for quality of
education to be realized.
Adeogun (2001) discovered a very strong positive significant relationship
between instructional resources and academic performance. According to Adeogun,
schools endowed with more resources performed better than schools that are less
endowed. This corroborated the study by Rose (2000) that private schools performed
better than public schools because of the availability and adequacy of teaching and
learning resources. Adeogun (2001) discovered a low level of instructional resources
available in public schools and stated that our public schools are starved of both
teaching and learning resources. He expresses that effective teaching cannot take place
within the classroom if basic instructional resources are not present. Republic of Kenya
(2010) noted that the educational system has stipulated various activities, materials and
requirements which are inadequate that need to be provided at all levels of the system
in order to meet the objectives of education. The nature of the curriculum pre supposed
that infrastructure, laboratories, workshops, classrooms, equipment, physical facilities
and teaching aid would be provided to implement the scheme successfully.
A report from Ministry of Education, Kisii County, statistics office (2012) noted
that enrolment has increased in Kisii County. The area has 72 percent public secondary
schools, comprising of mixed day-secondary schools out of a total of 317 secondary
schools. Kisii County Principals Association Manual (MOEST, 2013) indicates that the
county had the highest dropout rate of 27.6% when compared with others and
completion rate of approximately 67% for most schools. Girls had a dropout rate of
16.4% and boys 11.2%. A report released by Ministry of Education, Kisii County Quality
Assurance and Standards office (2014) asserts that policies addressing matters of
students’ safety measures, school enrollment and retention such as re-entry, repetition
and bridging of the gender gap have not been adhered to and this has a great effect on
the participation rates in the public secondary schools. This scenario may pose
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Omae, Nelson Siocha, Henry Onderi, Mwebi Benard
QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
educational quality challenges. The report further highlight that for the years, 2011;
2012; 2013 and 2014 Public Secondary schools indicate that promotion, retention and
completion levels have been noted to be high but the challenges of dropouts and
repetitions still exist in varying proportions between boys and girls.
A report by Kisii County Education Conference, (2011) which brought together
scholars, parents, professionals, political leaders and other players held at Kisii
University Grounds indicated that there is need for research on the cause of dwindling
quality education in Kisii County. It further noted that our students are not learning
despite the impressive enrolment rates in the County and only further research can help
establish the problem. It is against this scenario that that the study intended to
explore selected predictors of quality education and their implications on public
secondary schools in Kisii County.
2. Statement of the Problem
The quest to achieve Education for All (EFA) is fundamentally about ensuring that
students’ gain of the knowledge and skills they need to better their lives and to play a
role in building more peaceful and equitable societies. As many societies strive to
universalize basic education, they face the momentous challenge of providing
conditions where genuine learning can take place for each learner for quality education.
This is why focusing on quality education is an imperative for achieving EFA. During
the past decade, much has been done globally to provide quality basic education for
children, an obligation for the Convention on the Rights of the Child. In Kenya, the
Directorate of Quality Assurance and Standards (DQA&S) department in the Ministry
of Education (MoE) is charged with the responsibility of ensuring quality. Statistical
reports from MoE on Kisii County assert that, despite the fact that major strides have
been made to provide quality education through Free Secondary Education (FSE)
policy, the policy seems not to be successful going by the current indicators of exhibit of
low quality education. This is evidenced by inadequate educational infrastructure. This
scenario has raised concern because it means that resources devoted to education are
being wasted, and this may jeopardize the future of education system in Kenya as a
whole and Kisii county in particular. While some studies done in Kisii have attempted
to address the issue, they did not isolate and explore on the implications of inadequate
educational infrastructure on quality education in public secondary schools in Kisii
County, Kenya. Therefore, it is against this worrying trend that prompted the
researcher to undertake a study on implications of inadequate educational
infrastructure on quality education in public secondary schools in Kisii County, Kenya.
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QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
3. Objective of the Study
The following was the objective of the study: To find out quality implications of learning
infrastructure on quality in secondary education.
4. Research Methodology
4.1 Research Design
This study adopted a mixed method research approach. The sequential explanatory
design was employed within mixed methods approach. Its purpose is to use qualitative
results to assist in explaining and interpreting the findings of quantitative study.
4.2 Sampling Procedures and Sample Size
The County had 334 public secondary schools against 334 principals and 344 senior
teachers. Simple random sampling was used to select schools, which were sampled in
each category. The lottery technique was applied where a symbol YES was placed on
181 out of 334 public secondary schools. Small pieces of paper (of equal size, colour and
texture) folded into equal size and shape, were placed in a container, mixed well and
then each principal was allowed to pick one piece of paper at a time in their respective
categories. In this case, the schools of the 181 principals who picked a yes were
automatically included in the sample.
One hundred and eighty-one public secondary schools were sampled for the
study. One hundred and eighty-one principals and 181 senior teachers were used in the
study, a representation of 53.6% as justified by Fisher et al. cited in Mugenda and
Mugenda, (2013). Saturated random sampling was used to select nine education
officers. Stratified random sampling was used to select schools for the pilot study.
Krescie and Morgan’s formula shown below was used to obtain the sample size for the
research study.
4.3 Research Instruments
This research used questionnaires and interview schedule for Sub-county education
officers, principals, and senior teachers to collect primary data for the study. A
document analysis schedule was used to collect data that are not directly obtainable
with other research instruments.
4. 4 Questionnaires
Questionnaires developed by the researcher were used to collect data from principals
and senior teachers. Data were collected using two questionnaires. Each questionnaire
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QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
was divided into part A and B. Part A of each questionnaire had four items based on
background information of the respondents. Part B of the questionnaire had test items
based on the four objectives of the study. Each questionnaire had close-ended test items
measured on a 5-point Likert scale. For questions with a positive stem, Strongly Agree
(SA) scored highest (5), while Strongly Disagree (SD) scored lowest (1). For questions
with a negative stem, Strongly Disagree (SD) scored highest (5), while Strongly Agree
(SA) scored lowest (1).
4.5 Interview Schedule
The researcher administered a structured interview schedule to education officers,
which contained open-ended questions based on the research objectives. An in-depth
interview was deemed ideal for investigating where researchers were seeking
individual interpretations and responses.
4.6 Document Analysis Schedule
The researcher examined secondary school stores records to check on availability of
school CCA equipment. The information obtained was discussed with the principals
with the aim of collecting data.
4.7 Validity of the Instruments
To ensure construct validity, short and straightforward close-ended questions were
used. The questionnaire was made simpler and easier to understand by using short and
simple sentences. They were arranged from simple to complex. They allowed the
respondent to approximate the exact response as close as possible. In addition, a
detailed verbal descriptions and clear instructions were provided during the group
administration, which the researcher conducted personally. To ensure validity of the
questionnaire, expert judgment of lecturers of the university was sought and
recommendations incorporated in questionnaire.
4.8 Reliability of Instruments
The split-half method was used to ascertain the reliability of the questionnaires, using
the Split-Half reliability by Spearman Brown Formula:
An SPSS output indicates a correlation coefficient (r = 0.826) greater than 0.6.
4.9 Data Collection Procedures
Permission to conduct the research was sought through the Director, Board of Post
graduate studies, Jaramogi Oginga Odinga University of science and technology. Before
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data collection was conducted, a research permit was sought from the National
Commission of Science Technology and innovation (NACOSTI). Permission was further
sought from the County Director of Education. Subsequently, an introductory letter
from the county education office was sought. The principals of the sampled schools to
be included in the study were then consulted in advance to obtain consent. Two sets of
questionnaires and document analysis were administered to the principals, senior
teachers whereas interview schedule was administered to sub-county education officers
by the researcher. In order to ensure a high level of response, the researcher visited the
individual secondary schools and, in all cases, the instruments were administered by
the researcher personally. The researcher explained how to fill in the questionnaires and
document analysis to the respondents. A period of two weeks was given in which to fill
in the questionnaires and document analysis after which the researcher collected them.
The purpose of administering the questionnaires and document analysis for two weeks
was to give the respondents enough time to go through them and clearly understand
the items to give the most accurate answers. They were sorted out to see if there were
complete ones. The instruments were then organized and scored ready for analysis. The
respondents were assured of the confidentiality of their responses. At the same time,
the researcher conducted an audio taped, face-to-face interview to the education officers
in their offices at different dates each lasting one hour. After the field, the data were
taken for analysis.
4.10 Data Analysis
The quantitative data collected were analysed with the aid of the Statistical Package for
Social Sciences while the qualitative data collected were analysed using thematic
analysis.
4.10.1 Quantitative Data Analysis
Quantitative data collected were first edited and checked for completeness. During
coding, the questionnaire for the principals was assigned P whereas that for senior
teachers was assigned S. For section A of the questionnaire, question 1 on gender male
was coded 0 and female coded 1. Those who did not specify their gender were coded 9,
labelled unknown and the same code was used for those who ticked both male and
female or had a missing specification. Question 2, on the level of education, diploma
was coded 1, bachelor was coded 2, master was coded 3 and others were coded 9.
Question 3, year of experience, below 4 years was coded 1, between 4-6 years was coded
2, 7-9 was coded 3 and 9 years and above was coded 4. The missing age was coded 999.
Finally, on the staffing of schools, understaffed was coded 1, balanced was coded 2, and
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overstaffed was coded 3. The missing staffing was coded 999. For section B of this
questionnaire, the responses to all the questions strongly agree were coded 5, agree was
coded 4, neutral was coded 3, disagree was coded 2 and strongly disagree was coded 1.
The Objective consisted of one part which had a set of Likert scaled 10 test items that
sought to investigate their views on CCA and its implications on quality of education in
public secondary schools. The questionnaire was administered to principals and senior
teachers whose responses were computed as percentages and reflected. Their responses
were computed as percentage frequencies. To establish whether there was any
significant relationship between educational infrastructure and quality education in
public secondary schools, the research computed Pearson’s Product-Moment
Coefficient of correlation between the scores of the two variables. The results of the
analysis were shown in descriptive statistics and correlation results.
4.10.2 Qualitative Data Analysis
Data from interview schedule was analyzed using the thematic framework and the
following steps were considered; this research followed the principles of thematic
analysis
5. Findings, Interpretation and Discussion
5.1 Descriptive Analysis of the Study
The study sought the views of the senior teachers and principals with respect to the
likert scale pertaining to educational infrastructure of the school. Their responses were
computed in frequency, percentages, total frequency, total score and mean of means in
the table.
Table 1: Relationship of educational Infrastructure Parameters and Quality of Education
(n=151,136)
Item
Frequency
R
1
2
3
4
5
TF
TS
AV
%Score
ST
64
30
0
21
32
147
368
2.50
50.06
available and adequate
P
35
39
0
35
27
136
388
2.85
57.05
Science laboratories are
ST
49
49
5
19
39
161
433
2.68
53.78
adequate for learners
P
54
79
10
19
24
186
438
2.35
47.09
Classrooms are well
ST
53
66
10
19
12
160
351
2.19
43.87
maintained and adequate
P
20
56
9
53
13
151
436
2.88
57.74
Administration and
departmental offices are
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QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
Playground facility is
ST
56
10
5
46
28
145
415
2.86
57.24
adequate for use by learners
P
15
8
0
59
63
145
582
4.01
80.27
Library is available and well
ST
65
45
13
14
14
151
320
2.11
42.38
equipped for learners use
P
41
40
13
23
19
136
347
2.55
51.02
Water supply in school is
ST
60
51
11
20
9
151
320
2.11
42.38
adequate and clean
P
57
40
0
29
25
151
378
2.50
50.06
Teaching in school is ICT
ST
44
69
0
19
14
146
328
2.24
44.93
integrated during T/L
P
78
37
5
14
16
150
303
2.02
40.40
Teachers use professional
ST
14
16
0
53
68
151
598
3.96
79.20
documents in T/L activities
P
19
16
10
67
38
150
539
3.59
71.86
Toilets are adequate in
ST
59
36
5
16
35
151
385
2.54
50.99
school
P
33
35
0
35
33
136
408
2.97
60.00
Presence of electricity in
ST
13
0
0
74
64
151
629
4.16
83.31
school enhances learning
P
9
6
10
88
73
186
768
4.12
82.58
39.18
37.05
6.36
39.82
32.09
153.82
449.59
2.91
58.23
activities.
Mean of Means
Explanation: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2) and Strongly Disagree (1), Pprincipals, ST-senior teachers, R- Respondents
Table 1 depicts that although 53 (34.1%) of senior teachers who took part in the study
held the view that the school administration and departmental offices are available and
adequate in their schools, a significant proportion [94 (57.06%)] others held the belief
that the administration and departmental offices are generally inadequate. This view
was shared by more than a half [74 (50.09%)] of the principals who took part in the
study who indicated that the administration and departmental offices were available
but are inadequate in number or size. It also emerged that most of the schools have
poorly maintained classroom, as confirmed by an overwhelming majority [49(43.82%)
of the Senior Teachers who vehemently negated the assertion that the classrooms are
well maintained and adequate as the view was shared by [76 (57.24%)] of the principals.
Lack of adequate classrooms for instance; hold their lessons outside or under trees.
During bad weather, such lessons are postponed or are never held altogether and this
interferes with syllabus.
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Omae, Nelson Siocha, Henry Onderi, Mwebi Benard
QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
The state of laboratories was not any better either; whereas only 58 (38.4%) of the
senior teachers who were sampled for the study held perception that science
laboratories were adequate in meeting the needs of the students in their schools, a
significant majority of 65 (47.09%) of the Senior Teachers said the science laboratories
are quite inadequate, as shown in Table 1.
Likewise, more than a third [66 (53.08%)] of the principals who took part in the
study strongly agreed that the science laboratories are not adequate, a point of view
which was also similar for the case of libraries as observed by 81(59.6%) of the
principals who took part in the study. This state of inadequacy was replicated in the
other teaching and learning infrastructural facilities; in library only 28 (18.6%) of the
senior teachers who participated in the study alluded that the library in available and
well equipped for learners use, but most [110 (72.8%)] of the Senior Teachers insisted
that the libraries are far from being sufficient according to the needs of the students and
teachers. Effective school libraries provide additional reading opportunities for students
which in turn improve reading skills, comprehension and writing clarity of expression
which in turn support students’ performance in all other curriculum subjects. The size
of school library should be able to accommodate the size of the school. The chief
purpose of a school library is to make available to the pupil at his or her easy
convenience all books, periodicals and other reproduced materials which are of interest
and value which are not provided as basic or supplementary textbooks. Library
occupies a central and primary place in any school system as it supports all functions of
the school.
Similarly, the state of the toilets is worse off in most of the secondary schools in
Kisii County; more than three out of every five [87 (50.99%)] of the senior teachers who
were sampled for the study asserted that toilets are not sufficient at all. Further, it was
revealed from the findings of the study that water supply in most of the schools in the
county is inadequate; only 29 (19.2%) of the senior teachers were satisfied with water
supply in their schools. However, nearly three out of every four [111 (73.5%)] senior
teachers who were asked about the status of their water said they did not have
adequate and clean water in their schools.
Good performance demanded that every learning institution be equipped with
relevant and adequate text books. For effective teaching and learning, textbook and
resource materials are basic tools, in absence or inadequacy makes teachers handle
subjects in an abstract manner, portraying it a dry and non-exciting. Lack of laboratory
facilities is a major contribution to poor performance of some schools in examinations, a
predictor of quality education, because candidates could not answer questions in
practical science subjects adequately.
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SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
The use of ICT is another area where the study established that there high
inadequacy; it emerged that whereas only 33(21.9%) of the senior teachers who
participated in the study confirmed that ICT is integrated in teaching/learning activities
in their schools, an overwhelming majority of them revealed that ICT is never
integrated in teaching/learning in their schools. It emerged that some areas are doing
very poorly in terms of adequacy of the infrastructural facilities. For instance, the
findings of the study show that use of ICT is very poor in many schools within the
county. This fact was confirmed by more than four out of every five [115 (84.6%)] of the
principals who participated in the study who expressed strongly that ICT is not
integrated in the teaching/learning activities in their schools.
On the contrary, electricity in most of the schools is established to be available
and enhances teaching/learning. This was confirmed by nearly all [138 (91.4%)] the
senior teachers who part in the survey who said that their schools have electricity. On
the same note, it emerged that many senior teachers confirmed that their teachers use
professional documents in teaching/learning. On the contrary, when the principals were
asked to comment on the use of professional documents in teaching and learning, most
[109 (79.20%)] of them said that the teachers use the professional documents in
teaching/learning activities. ICT can change the way teachers teach and that it is
especially useful in supporting more student-centered approaches to instruction and in
developing the higher order skills and promoting quality education. Given that teachers
act as a change agent for technology in education, is essential that in-service and preservice teachers have basic ICT skills and competencies. In recognition of ICT
importance in teaching and learning, teachers must be given training that enables them
to integrate ICTs into their teaching programs. Poor results in education relates to the
amount of instructional materials allocated to it especially integration of ICT in
education as they are critical instructional materials.
Further findings reveal that some of the facilities may be available but not in
condition. This was attested by many 74 (57.74%) of the senior teachers who took part
in the study who alluded that their schools have playground facilities but are not very
conducive for use. On the contrary, the state of the playground facilities is not too badly
off, this was reflected by 112 (80.27%) of the principals who asserted that playground
facilities are adequate for use by the learners. Only 21 (19.37%) of the principals
respondents were of the opinion that their playgrounds were still far from being
adequate. It can be deduced from the findings that ach of the co-curricular activity
should be adequately funded to ensure that all students have an opportunity to
participate; the curriculum for teacher training should include professionalism in cocurricular activities; parents should be sensitized in identifying, nurturing and
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Omae, Nelson Siocha, Henry Onderi, Mwebi Benard
QUALITY IMPLICATIONS OF LEARNING INFRASTRUCTURE ON PERFORMANCE IN
SECONDARY EDUCATION: A SMALL SCALE STUDY OF A COUNTY IN KENYA
developing their children’s co-curricular talents; school administration should identify
talented and gifted children be offered regularly in the school.
Table 2: Correlations on Elements of Educational Infrastructure
(Zero Order Correction Matrix)
Classroom Water Playground Laboratory Library
Pearson Correlation
Classroom
Water
Playground
Laboratory
Library
Latrines
Electricity
Latrines Electricity Admin offices
1
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Administration Sig. (2-tailed)
offices
N
97
.715**
.000
97
.107
.298
97
.559**
.000
97
-.630**
.000
97
-.522**
.000
97
.638**
.000
97
.716**
174
.198*
.017
145
.516**
.000
174
.477**
.000
151
-.126
.132
145
.008
.917
169
.225**
145
-.085
.310
145
-.074
.379
145
-.383**
.000
145
.067
.424
145
.450**
174
.832**
.000
151
.360**
.000
145
-.172*
.025
169
.800**
151
.364**
.000
145
-.204*
.012
151
.730**
145
-.344**
.000
145
.634**
169
-.423**
.000
.007
.000
.000
.000
.000
.000
97
142
142
142
142
142
142
1
1
1
1
1
1
1
142
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
From Table 2, showing the Product Moment Correlation Coefficients, all the parameters
were significantly positively (PV < .05) correlated to education facilities. Most of the
correlation coefficients of the parameters associated with the educational facilities, a
predictor of quality education in public secondary schools in Kisii County were all
fairly average but had statistical significance. From the table of correlations the
parameter, library, had the highest Product-Moment of Correlation Coefficient (r = .832,
p=.001), this was followed by a correlation of .800 between laboratory and; all at Pvalue, 0.01. This shows that they had a positive association in the model of educational
facilities. Further; there was also a positive correlation of .730, .716 and .715 between
administration offices and water, administration offices and classroom, laboratory and
classroom respectively. They also showed a positive association of the model of
educational facilities. However, there was a negative correlation of water, -.630 at a P-
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value, 0.01. It was followed closely by a negative correlation of -.522 on latrines. This
also explains the negative association of the parameters in the model.
5.2 The Regression Model of Educational Infrastructure
A regression model for the relationship between the educational infrastructure variable
and the parameters is shown below.
In this model:
Y=
o
+
1
x1 +
2
x2+
3
x3+
4
x4+
5
x5+
6
x6+
7
x7+
8
x 8 + ε.
Where:
Y is school educational facilities
x1 Laboratory, x2 Playground, x3 Library, x4 Water, x5 Latrines, x6 Electricity, x7,
Administration offices, x8 Classrooms
+1.471x1
=
1.184x6
x7
+.842 x2
+ .996x8
+
x3
+ 1.374x4
+ .695x5
+
+ε
It can be deducted from the above equation that the school educational
infrastructure that contributed to quality education in Kisii County in order of
importance as were factored in the model as indicated above are the following;
The parameter, library had a highest input of R = 3.063 towards school facilities;
it was followed by laboratory which had an input of R = 1.471 units. The parameter,
administration offices had the lowest input of R = .612 units whereas water, electricity,
classroom, playground and latrines respectively had 1.37, 1.184, .996, .842, .695 units.
The model is explained by 32.8 per cent, the school educational facilities variable. This
means that there is moderate relationship between school educational facilities and
quality education.
6. Discussion
6.1 Implications of Educational Infrastructure on Quality Education in Public
Secondary Schools
The inferential analysis from the regression model equation deduced that the
parameter, library had a highest input of R = 3.063 towards school facilities variable; it
was followed by laboratory which had an input of R = 1.471 units. The parameter,
administration offices had the lowest input of R = .612 units whereas water, electricity,
classroom, playground and latrines had 1.37, 1.184, .996, .842, .695 units respectively.
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The descriptive analysis indicates that a significant proportion of the
respondents held the belief that the classrooms are generally inadequate. The results of
the study indicated that most of the schools have poorly maintained classroom, as
confirmed by an overwhelming majority of the respondents who vehemently negated
the assertion that the classrooms are well maintained and adequate.
The descriptive analysis of the study indicated that a significant majority of the
respondents said the science laboratories are quite inadequate. Most of the respondents
insisted that the libraries are far from being sufficient according to the needs of the
students and teachers. Similarly, the state of the toilets is worse off in most of the
secondary schools in Kisii County; more than three out of every five of the respondents
asserted that toilets are not sufficient at all. Further, the results of the study indicated
that water supply in most of the schools in the county is inadequate; only of the
respondents were satisfied with water supply in their schools. However, nearly three
out of every four respondents who were asked about the status of their water said they
did not have adequate and clean water in their schools.
The results of the study indicated that some of the facilities may be available but
not in condition. This was attested by many of the respondents who took part in the
study who alluded that their schools have playground facilities but are not very
conducive for use. The use of ICT is another area where the study established that there
high inadequacy; it emerged that whereas only of the respondents who participated in
the study confirmed that ICT is integrated in teaching/learning activities in their
schools, an overwhelming majority of them revealed that ICT is never integrated in
teaching/learning in their schools. On the contrary, electricity in most of the schools was
established to be available and enhances teaching/learning. The study revealed that
nearly all the respondents who part in the survey who said that their schools have
electricity.
The descriptive analysis results of the study indicated that more than a third of
the respondents who took part in the study strongly agreed that the science laboratories
are not adequate, a point of view which was also similar for the case of libraries as
observed by of the respondents who took part in the study. In addition, more than a
half of the respondents who took part in the study said the classrooms were available
but inadequate in number or size. Further, it was also discovered that the available
classrooms are not properly maintained.
On the contrary, the state of the playground facilities is not too badly off, this
was reflected by the respondents who asserted that playground facilities are adequate
for use by the learners. The results descriptive analysis of the study indicated that more
than four out of every five use of ICT is very poor in many schools within the county.
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Most of them said that the teachers use the professional documents in teaching /
learning activities.
7. Conclusions
The conclusions are presented along the research hypotheses that guided the study.
7.1 Implications of Educational Infrastructure on Quality Education in Public
Secondary Schools
It was concluded from the correlation regression model of school facilities that the
parameters of education facilities contributed to quality education in order of
importance as were factored in the regression model.
The parameter, library had a highest input; coefficient of determination value
towards school facilities; it was followed by laboratory. The parameter, administration
offices had the lowest contribution whereas water, electricity, classroom, playground
and latrines respectively had their input values declining respectively. The model was
explained by 32.8 per cent, the school educational facilities variable. This means that
there is moderate relationship between school educational facilities and quality
education.
On the issue of implications of selected predictors on quality education, school
educational facilities contributed the highest coefficient of determination value. This
implies that adequacy of educational facilities in a school situation contribute
immensely to quality education provision.
8. Recommendations
In light of the findings about implications of educational facilities on quality education
the study recommends that:
Library which had a highest contribution towards quality education should be
established in terms of availability and adequacy of reference materials for teachers and
learners’ utilization. Further, properly equipped laboratory is also a requirement as it
contributes immensely towards quality education. This enables learners to carry out
practical teaching, enhancing understanding. Water, electricity, classroom, playground,
administration offices and latrines are also other facilities which should be available
and adequate in schools as they contribute positively to quality education provision.
Principals and the Board of Management of public secondary schools should provide
adequate instructional materials and learning facilities to their institutions of learning
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for effective teaching and learning. Schools should also be assisted to have adequate
and appropriate physical and instructional resources to enable teachers enhance their
teaching methodologies. More so, the Ministry of Education should enhance and
enforce regular inspection of secondary schools to ensure conformity to standard
guidelines.
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