Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County
Abstract
The significance of class resources regarding primary schools' academic performance cannot be understated. However, the performance of pupils has persistently remained dismal and continues to be on a downward trajectory. Despite the government's concerted efforts to improve conditions in classrooms, furniture, playgrounds, and libraries through initiatives such as the Constituency Development Fund (CDF), how physical resources influence academic performance is yet to be determined. This study aimed to evaluate the influence of class resources on academic performances in public primary schools in Belgut sub-county, Kericho County, Kenya. The production function theory guided the study. The study utilised a descriptive research design. The accessible population comprised 931 individuals, including one sub-county education director, 84 head teachers, and 846 teachers. The sample size was 272 teachers, 84 head teachers, and the sub-county director of education. Teachers were picked using simple random while the head teacher and sub-county director of education were purposefully chosen. The primary data collection methods were structured questionnaires. The qualitative data obtained through interviews was examined using a content analysis approach to identify the underlying meanings and implications expressed by the respondents. The quantitative data was coded, cleaned, and analysed using the Statistical Package for Social Science (SPSS version 24) to produce descriptive statistics. The results show that classrooms impact not only the pupils who use them but also the teachers who wish to improve their skills. The findings indicate that for pupils and teachers to improve their skills and academic performance, the class features must be well managed, developed and maintained so as to use them to the maximum and optimum results. The researcher recommended that stakeholders work together to ensure adequate physical resources are available in schools. Furthermore, there is a need for ICT infrastructure integration to reduce the requirement for class facilities; school administration must ensure that the available class resources are properly utilised through proper management and replacement of outmoded equipment
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References
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