Influence of learning resources on Kenya Certificate of Primary Education (KCPE) performance in selected primary schools of Tharaka Nithi County, Kenya

Abstract

Learning resources are fundamental to effective teaching and learning. In Kenya, the Ministry of Education acknowledges that most of the financial burden for primary education resources is borne by parents and communities. In Tharaka District, persistent performance disparities in the Kenya Certificate of Primary Education (KCPE) examination raised questions about the role of learning resources in explaining these differences. This study aimed to establish the importance of learning resources in influencing KCPE performance among primary schools in Tharaka District. A comparative descriptive survey design was employed. Four consistently high-performing and four consistently low-performing schools were purposively selected from 105 schools over five years (1995–1999). Data were collected using observation schedules (starting at 6:30 AM), questionnaires administered to 37 Standard 8 teachers, and interviews with 8 head teachers. Observed resources included chalkboards, textbooks, furniture, classrooms, teacher housing, and teacher welfare provisions (meals). Descriptive statistics and thematic analysis were used. High-performing schools demonstrated: (a) well-maintained classrooms and furniture; (b) adequate textbooks and exercise books; (c) quality chalkboards; (d) provision of breakfast and lunch for teachers; (e) night class facilities; and (f) prize-giving systems (utensils for goats). Low-performing schools exhibited dilapidated classrooms (“walls had fallen down”), leaking roofs (“classrooms leaked during the rainy season”), inadequate or poor-quality furniture, insufficient textbooks, no teacher meals, and no extended learning programs. Only 21.6% of teachers resided within school compounds; 78.4% lived 1–4+ km away and walked (62.2%) or bicycled (37.8%) to school, reducing available teaching time. Eshiwani et al. (1988) found that poorly performing schools spent less on teaching resources—consistent with Tharaka findings. Availability, quality, and maintenance of learning resources—including physical infrastructure, teaching aids, furniture, and teacher welfare resources (meals, housing)—significantly differentiate high- from low-performing schools. Addressing resource disparities is essential for improving KCPE performance in underserved districts.