Factors influencing high and low performance in Kenya Certificate of Primary Education (KCPE) examinations: A comparative study of primary schools in Tharaka Nithi County, Kenya

Abstract

Examinations serve as gatekeepers in educational systems, determining learners’ progression and career trajectories. In Tharaka Nithi County, Kenya, some primary schools consistently performed well in the Kenya Certificate of Primary Education (KCPE) examinations between 1995 and 1999, while others persistently performed poorly. Understanding the factors accounting for this variation is critical for educational planning. This study aimed to identify factors leading to high performance in some primary schools and low performance in others within Tharaka Nithi County. A comparative descriptive survey design was employed. Four consistently high-performing and four consistently low-performing schools were purposively sampled from 105 schools over five years (1995–1999). Participants included 37 Standard 8 teachers (78.4% male, 91.9% professionally qualified), 8 head teachers, former pupils, parents, and education officers. Data were collected using validated questionnaires (α = 0.501), interview schedules, and observation checklists. Descriptive statistics and thematic analysis were used. High-performing schools demonstrated: (a) excellent administrative organization with regular staff meetings (82.3% of teachers agreed this contributed to performance); (b) high teacher commitment (81.0% agreed/strongly agreed teachers were committed); (c) motivated learners through prize-giving systems (54% disagreed that learners were poorly motivated); (d) disciplined environments (73.0% disagreed that learners were undisciplined); (e) provision of breakfast and lunch for teachers, enabling extended learning hours from 6:30 AM. Low-performing schools exhibited: poor financial management (48.6% agreed poor management leads to low performance), teachers residing >1 km from school (78.4%), unstable parental occupations (81.1%), and high parental illiteracy (67.6% of fathers and 67.5% of mothers were non-literate). Socioeconomic factors were paradoxically both a hindrance (lack of resources) and a motivator (desire to escape poverty). School administration quality, teacher commitment, pupil discipline, and motivation systems are stronger determinants of KCPE performance than socioeconomic status alone. Interventions should focus on strengthening school leadership, teacher welfare, and community engagement.