Influence of Physical Facilities on the Teaching-Learning Process in Public Primary Schools in Bungoma County, Kenya
Abstract
This paper presents the findings of a study undertaken to investigate the influence of sufficiency of physical facilities on the teaching-learning process in public primary schools in Bungoma South Sub-County, Bungoma County, Kenya. The findings of this study will be significant to the Ministry of Education in terms of providing additional information for policy formulation in public primary schools. Descriptive survey research design was used. The target population was the head teachers/deputy head teachers, class teachers, and pupils in the public primary schools in Bungoma South Sub-County, Bungoma County. A combination of stratified sampling, simple random sampling and purposive sampling were used. In a case where there was more than one stream in a class, simple random sampling was used to select one class teacher from each stream. A sample size of 30 % of the target population was used. Primary data was used and collected using questionnaires and focus group discussions. Results of this study showed that sufficiency of physical facilities - specifically adequacy of classrooms significantly affect the teaching-learning process. Those who reported having adequate classrooms performed better than those who reported inadequacy (Z=1.776, 0.046). The study concluded that among the physical facilities, adequacy of classrooms was the only factor that significantly affected teaching and learning whereby adequate classrooms positively affected, while inadequate classrooms negatively affected teaching and learning. The study therefore recommends that national and county governments should ensure that classrooms are adequate in public primary schools.
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