RELATIONSHIP BETWEEN INTERNAL ENVIRONMENTAL FACTORS AND ACADEMIC PERFORMANCE OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN MANDERA EAST SUB-COUNTY, KENYA

Abstract

In this era of globalization and technological revolution, education plays a vital role in the development of human capital and is linked with an individual well-being and opportunities for better living. This study aimed at determining the relationship between internal environmental factors and academic performance of pupils in public primary schools in Mandera East Sub-County. The specific objectives were; to determine the relationship between teaching staff availability, availability of pedagogy materials, teachers’ pedagogical skills, and to determine the relationship between conducive learning environment and academic performance of pupils in public primary schools in Mandera East Sub-County. The study was guided by three theories; institutional theory, path-goal theory and systems theory. This study employed descriptive survey research design. The study targeted 200 class teachers in public primary schools in Mandera East Sub-County. Stratified sampling was used to sample 132 class teachers. The study used questionnaires to collect data. A pilot study was conducted with 20 teachers’ in three public primary schools in Mandera West Sub County to help in the improvement of the data collection instruments. Content validity was ascertained by engaging the research supervisor to check and assess the frequency of errors and the accuracy of data to be collected. Cronbach alpha was used to test reliability. Data was analyzed through multiple linear regressions, where descriptive statistics such as frequencies and percentages were employed in presentation of the information. Findings showed that; there is a significant relationship between teaching staff availability and pupils’ academic achievement (p=0.030), a significant relationship between availability of pedagogy materials and pupils’ academic achievement (p=0.000), a significant relationship between teachers’ pedagogical skills and pupils’ academic achievement (p=0.005), and a significant relationship between conducive learning environment and pupils’ academic achievement (p=0.048). The recommendations are; Teacher service commission should improve on the speed of replacing teachers who either retire or transfer to other schools, the MoE should consider introducing incentivized in-service training courses for teachers in primary schools, the government should also make efforts to ensure that the books disbursed to public primary schools, and the school management should collaborate with stakeholders to raise funds in an effort to improve the schools’ physical facilities.