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The purpose of the research study was to establish how socio-economic, socio-cultural and school based factors affect the performance of candidates in public primary schools at Kenya Certificate of Primary Education (KCPE) in Ndeiya Division, Limuru District, Kiambu County and recommend possible interventions to improve the performance. To achieve the objectives, the views of head teachers, teachers and pupils who were in standard seven and eight from eight primary schools in Ndeiya Division were sought.
The main research question of the study was the causes of poor performance in primary schools in Ndeiya division, Limuru district Kiambu County. The specific research questions of study were; what are the effects of social economic status of parents to KCPE performance. The second was the effects of social cultural practices on pupils’ performance while the last one was how the school based factors affect the pupils’ performance in Ndeiya division.
The literature review dealt with social economic factors that relate to pupils performance including pupils home background, parents level of education and income. Social-cultural factors include parents’ attitude, early marriage, boy’s circumcision and female Genital Mutilation. School related factors were also highlighted including school administration and teaching /learning facilities, pupils’ discipline, motivation of teachers/students and absenteeism. Time taken from home to school by the students was also reviewed as a factor that contribute to exam performance
The aim of the research study was to identify factors that impact negatively on pupil performance and come up with proactive solutions based on an informed opinion about the underlying issues. The research adopted descriptive research survey design approach. Findings from the research study revealed that social economic, social cultural and school based factors to a great extent contributed to poor performance of students in KCPE exam. Majority of the parents 75.5% had form four as the highest level of education. Parents who had eight years of schooling were found to be 46.8% implying that they would not motivate their children to set high academic goals. The number of parents in professional jobs was found to be insignificant at less than 0.3%.
The research study also revealed that the number of parents who regularly checked and/sites/default/files/cees/education/edufoundations/Lucy%20Final%20project.pdf

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