EFFECT OF EXPANSION OF PUBLIC DAY SECONDARY SCHOOLS ON QUALITY OF EDUCATION OFFERED IN MUMIAS SUB-COUNTY, KAKAMEGA COUNTY, KENYA
Abstract
Expansion of public day secondary schools was expected to enhance access and provide quality education to students who miss the opportunity to access boarding facilities in County, Extra-County and National schools due to high school fees charged. The specific objective of the study was to determine the effect of expansion of public day secondary schools on the quality of education offered in Mumias Sub-County. The study employed descriptive survey research design. A sample size of 1,323 students, 164 teachers and 36 principals from a population of 4,410 form 3 and 4 students, 546 teachers and 43 principals respectively were involved. Simple random and saturated sampling were used to select students/teachers and principals respectively. Research instruments used were questionnaires, interview schedules and observations. Quantitative data collected from closed questionnaire items was tallied and presented using frequency counts, percentages and means. Qualitative data was transcribed and organized into categories and themes based on study objective. Analysis of data was done using descriptive statistics and data presented in form of frequency tables. The findings revealed that most teachers had the standard workload of 27 lessons per week, there were inadequate reference text books in all subjects, practical lessons are rarely conducted, most public day secondary schools (PDSS) had untrained personnel in the library and laboratory, there was high teacher shortage in languages, sciences, mathematics, humanities and applied subjects. The study concluded that expansion of public day secondary schools had no effect on the quality of education offered; hence more public day secondary schools can be established to attain 100% transition from primary to secondary schools. Quality was relative to resources even public day secondary schools which had limited resources still achieved quality education within the context of available resources. The study recommended that the Teachers Service Commission should employ more teachers on contract in PDSS to reduce the high teacher shortage in all subjects hence improved quality education delivery. This would reduce the funds spend by Board of Management on teachers’ salaries hence utlilized to employ qualified support staff personnel in library and laboratory to provide of quality services. The Ministry of Education should directly employ trained and qualified support staff and post them to all public day secondary schools. Secondary School principals should enhance internal supervision systems to ensure students access and utilize school libraries/ book stores effectively and efficiently. Science teachers should frequently utilize laboratories for practical lessons to enhance comprehensive understanding of abstract concepts learned in theory lessons. Parents in PDSS should be sensitized and encouraged to support school academic programmes i.e motivation for students and teachers, purchase of Science and Mathematics learning materials, set books, class readers, atlases, dictionaries and stationery materials. School Boards of Management should network with other stakeholders to seek funds to construct and adequately equip laboratories and libraries in PDSS.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2614
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