proposal - chepkwony bonny edited 2
TRANSCRIPT
EFFECTS OF PHYSICAL INFRASTRUCTURE POLICY ON
THE EFFECTIVENESS OF FREE PRIMARY EDUCATION: A SURVEY OF SCHOOLS
IN KONOIN SUB-COUNTY, BOMET COUNTY, KENYA
BY
CHEPKWONY RICHARD KIBII
REG. NO. EM02/2010/2011
A RESEARCH PROPOSAL SUBMITED IN PARTIAL FULLFILMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN
EDUCATIONAL ADMINISTRATION
MAASAI MARA UNIVERSITY
April, 2014.
DECLARATION AND APPROVAL
This proposal is my original work and has not been presented to any other institution of learning or
for the award of the Degree or Diploma.
CHEPKWONY RICHARD KIBII
REG .NO: EM02/2010/2011 DATE.10 June 2013
Signature
This proposal has been submitted for examination with approval by supervisors from Maasai Mara
University.
1. .DR.ALEX RONOH
Signature
MAASAI MARA UNIVERSITY
DATE:
2. NAME: DR.P.MAITTYA
Signature
MAASAI MARA UNIVERSITY
DATE:
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ABSTRACT
The study will examine the effectiveness of physical infrastructure policy on the effectiveness of free primary education in Konoin Sub-County of Kenya. The study objectives will be: To examine the nature of physical infrastructure policy under free primary education strategy in public schools in Kenya; to determine how the implementation of physical infrastructure policy has affected the effectiveness of free primary education in public schools in Kenya, and to establish the contribution of public primary school management committees on physical infrastructure policy on the effectiveness of free primary education in Kenya. The study will adopt a descriptive survey research design where 20 schools will be sampled through stratified probability and purposive sampling techniques. The respondents will include: 20 head teachers, 40 school committees, 160 class teachers and 26 pupils will be selected from each school. Data will be collected using questionnaires, interview schedules, focus group discussion guide and by the observation guide. Analysed quantitative data will be analyzed and presented descriptively through frequency counts, means and percentages while qualitative data will presented by tallied and presented using frequency distribution tables, bar graphs, pie charts as well as descriptive and explanatory accounts. The conclusion will be based on the findings.
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ABBREVIATIONS AND ACRONYMS
CDTF - Community Development Trust Fund
FPE-Free Primary Education
MOE-Ministry of Education
BOG- Board of Governors
HOD- Head of Department
KUPPET-Kenya Union of Post Primary Education Teachers
KNUT- Kenya National Union of Teachers
DEO-District Education Officer
SPSS-Statistical Packages for Social Sciences
SMC – School management Committee
CDF-Constituency Development Fund
EFA- Education For All
NARC- National Rainbow Coalition
UNESCO- United Nations Educational, Scientific and Cultural Organization
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List of Tables
Table 3.1 Target Population……….……………………………………………………………….19
Table: 3.2 Sampling Size ................................................................................................................. 20
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TABLE OF CONTENTS
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CHAPTER ONE
Background of the Study
Education is the cornerstone of economic growth and social development. It is a principal means of
improving the welfare of individuals and primary school education is the foundation (World bank,
1995). Expansion and success of education relies on infrastructure which affects education access,
contributes to quality learning environment and student achievement (Crampton, 2003).
The importance of infrastructure cannot be gainsaid. If infrastructure is not sufficient or not
maintained, there will be obstacles in education access and participation especially to the vulnerable
groups in society. Of more than 115 million school age children out of school in developing
countries, the vast majority come from one or more of the traditionally disadvantaged groups in
society; rural, female and poor. (Crampton, 2003).
The quest to engender development is not a recent phenomenon. According to Otach, (2008)
“before 1960, free and universal primary education had not been extended to African children
in any of the East African British colonies, racial discrimination in primary education was
still intact”. The expansion of primary education remained a crucial problem in the colonial
era. The situation did not radically change with the achievement of independence in 1963.
ACTIONAID-Kenya (2004) reported that, the achievement of independence heightened
pressure to increase the school population and a rapid more towards universal primary
education. The purpose of education was political, social, cultural, humanistic and economic,
(UNICEF & World Bank, 2009). It was expected that the education would mould a whole
individual who will contribute profitably to society.
The first step towards free primary education was in1971 (Ngaroga, 2001); this was when
President Jomo Kenyatta abrogated tuition fees for the economically marginal districts in the
country. By July 1973, districts such as Marsabit, Mandera, West Pokot, Wajir, Tana River,
Turkana, Samburu, Garissa and Lamu had free primary education. The government also built
and supported boarding schools in these areas. A national feeding programme was also launched in
these areas. The main idea here was to encourage more parents to retain their children in
school. In December 1973 another presidential decree made education free for the first four years
of primary education throughout the country. (Ngaroga, 2001) observes that the presidential decree
was one of the most dramatic political pronouncements since it took the planners and the public
unaware. The immediate result was increase in enrollments in primary schools from 1.8
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million in 1973 to 2.8 million in January 1974. The Ministry of Education had to rethink of its
priorities and operations in order to cope with the staggering rise of pupil enrollment. In 1976 the
Gachathi Report recommended an extension of the waiver of fees to the full seven years of primary
education by1980, (UNICEF & World Bank, 2009). Despite the existence of free primary education
by 1980, the schools witnessed many challenges that eventually contributed to its failure and
the introduction of levies in primary schools.
In January 2003 the NARC (National Rainbow Coalition) government implemented the free
primary education programme with the aim of providing more opportunities to the disadvantaged
school age children (Otach, 2008). The programme created a positive outcome because it resulted
in significant increase in enrolment in a majority of the schools (Otach, 2008). The policy
abolished school fees and other levies arguing that fees and levies posed a serious
hindrance to children wanting to access education in schools (Okwach & George, 1997). The
free primary education policy has been described as laudable (Rob et al., 2004), because of its effect
on gross enrolment rate (GER) which increased from 92 percent in 2002 to 104 percent in 2003 of
the school age children population (Otach, 2008), resulting in more than 1.5 million children who
were previously out -of -school joining primary schools (UNESCO, 2005).
This school infrastructure support was to build 215 classrooms in the former North Eastern
Province by September 2005. Others were: Basic Education Project (BEP), a Government of Kenya
and Oil producing and Exporting Countries (GoK, OPEC) project that aimed to have 14000
classrooms nationwide by 2007, land resource management project sponsored by Government of
Kenya, World Bank, the Community Development Trust Fund (CDTF) and European Union (EU)
support to primary schools in all areas. There is also the Constituency Development Fund (CDF)
which provides funding to a wide range of community based projects including school construction.
This requires effective coordination through District Education Boards (DEBs).
The Kenya government priority is to provide additional physical facilities in order to ensure
affordable and equitable access to education. In this endeavour, the government intends to
collaborate with the private sector, non-governmental organizations and development partners.
Previous education commissions reports such as: Kamunge Education Report of 1988 and Koech
Education Report of 1999 have placed importance in the provision of schools physical
infrastructure. Not very much is known about how construction standards and school upkeep affect
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the quality of education as indicated by pupil achievement or about the effect of low standard and
poorly maintained facilities on pupil’s attendance (MoE, 2005).
However, serious challenges have bedevilled the implementation of the FPE policy,
(UNICEF & World Bank, 2009). They include congested classrooms, limited physical facilities
and shortage of qualified teachers. These challenges have negatively impacted on the quality of
teaching and learning on one hand and contributed to indiscipline in schools on the other (Okwach
& George, 1997).
Statement of the Problem
Education is the key national development, which can be achieved through provision of quality
standard education to all citizens. The effort to enhance accessibility, equity and retention has been
enhanced through FPE initiative by the government of Kenya. The government and other
development partners have endeavoured to provide facilities for the realization of FPE.
Various studies reveal that the FPE programme faces several challenges, among them are; Increased
student population, shortage of teachers, lack of clear guidelines on admission, hence the entry of
overage children. Others are: lack of consultation with key stakeholders such as teachers and
parents, delay in disbursement of funds, and expanded roles for head teachers.
None of the studies however, has focused its attention on schools’ infrastructure policy and its
effects. Infrastructure plays an important role towards realizing the goals of Primary education. The
Kenya government on its part has renewed her emphasis on primary school infrastructure through
the KESSP programme. However, the effectiveness of this investment in Kenyan primary schools
has not been adequately investigated. There have been issues of: accountability, efficiency,
sufficiency and equity in the availability and use of school physical infrastructure funds. Primary
school physical infrastructure is necessary but expensive to finance. This study will explore the
accountability, adequacy and equity as policy aspects of the physical infrastructure in schools. The
study is based on the understanding that effective school physical infrastructure policy plays a vital
role towards achieving goals of education, especially the UPE.
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The implementation of the FPE programme seems to have lacked consultations with stakeholders
and preparation of teachers, parents and communities do not seem to understand the FPE policy,
hence possible difficulty during the of the programme. This study, therefore, intends to examine the
effects of physical infrastructure policy on the effectiveness of FPE in Konoin Sub-County, Bomet
County of Kenya.
Purpose of the Study
The purpose of this study will investigate the effects of physical infrastructure policy on the
effectiveness of free primary education in public schools in Kenya with specific reference to
Konoin Sub-County in Bomet County, Kenya.
Specific Objectives
The objectives of the study will be as follows:
i. To examine the nature of physical infrastructure policy under free primary education in
public schools in Kenya.
ii. To establish how the implementation of physical infrastructure policy has affected the
effectiveness of free primary education in public schools in Kenya.
iii. To find out the contribution of public primary school management on the
operationalisation of physical infrastructure policy for effective free primary education in
Kenya.
iv. Research Questions
The study will guided by the following research questions:
i. Do education stakeholders understand the effects of physical infrastructure policy on the
effectiveness of free primary education in public schools in Kenya?
ii. What are implementation challenges on physical infrastructure policy which have affected
the effectiveness of free primary education in public schools in Kenya?
iii. What are the physical infrastructures needed for the effectiveness of free primary
education policy in Kenya?
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iv. What is the contribution of public primary school management on physical Infrastructure
Policy towards the effectiveness of Free Primary School in Kenya?
v. Assumptions of the Study
The proposed study will carry out the following basic assumptions:
i. That all the respondents will give truthful, honest and genuine responses to the
questionnaires.
ii. That the education stakeholders are informed and aware of the school infrastructure policy
on Free Primary Education.
iii. That Free Primary Education policy is widely applicable in all public primary schools in
Kenya and especially in Konoin Sub-county of Bomet County.
iv. Justifications of the Study
Upon completion of the proposed study, there are several bodies and organizations that will benefit
from the study including both public and private schools management especially on matters of
policy implementation on physical infrastructure. First, the education stakeholders in public
primary schools will be informed by the study and hence they will probably be able to make
prudent decisions that will go towards the improvement of education performance in public primary
schools. Secondly, Education Policy makers would benefit from the proposed study in that they will
be able to plan wisely and address any existing inconsistencies associated with policy deficiencies
that deter learning in public primary schools. Also the study will add value to the management of
private primary schools since their participation in planning and running of schools entail policy
formulation and implementation. Finally, the findings of this study will add value to the academic
arena hence expanding the scope of knowhow for further research that will improve the
performance in schools by way of policy interventions and stakeholder involvement.
Scope of the Study
The proposed study will be to assess the effects of physical infrastructure policy on the performance
of free primary education in public schools in Kenya with specific reference to, Konoin Sub-County
in Bomet County, Kenya. The data will concentrate on the subject of the study and it will comprise
of the class teachers, head teachers, school committees and pupils.
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1.9 Theoretical Framework
Every investment, it is expected to has future results. To achieve any result, one requires certain
sustained efforts. Effectiveness of infrastructural heavily relies on the theory of action. This theory
posits that more resources are the most effective means to improve achievement. James Coleman
(1986), as an organizing principle brings together the beliefs and actions of individuals towards a
collective goal.
In primary school infrastructure funding, there is need to find means for more resources in order to
achieve educational goals. Kenya has been severely constrained in her efforts to achieve UPE.
Public investment in schooling has increased more than tenfold since 2002 in an effort to achieve MDG,
(Ochola et al, 2007).
School improved grants of between 100,000 – 200,000 per year are to be given to 1000 school
financially and technically to improve their infrastructure, build capacity to implement, mobilize
community support and monitor and evaluate both the programme and impact. (MOE, 2005). Apart
from KESSP other effort aimed at improving infrastructure are going on need to be enhanced.
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1.10 Conceptual Framework
The conceptual framework below shows the interaction between the dependent variable
(Effectiveness of Free Primary Education) and the Independent Variables (The Government Policy
on Free Primary Education). The effects of these variables on the effectiveness of the
implementation of free secondary education could also be influenced by government policy on free
secondary education, which was the intervening variable of the study. If physical facilities such as
classrooms, library, toilet and compounds are not adequate, then policy implementation is affected
negatively. Adequacy of learning resources such as textbooks and other teaching/learning resources
could also be affected as the government implements Free Primary Education. This relationship
implies that the effectiveness of Free Primary Education in Kenya Public Primary Schools is
dependent on the outlined factors amongst others that may not be covered by the study due to the
limiting constraints such as resource constraints. The relationship in the variables as expressed is
however moderated by the exogenous variables such as the government Policy on Free Primary
education and the Management of Public Primary Schools in Kenya.
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1.11 Operational Definition of Terms
Performance of Free Primary Education: Refers to the efficiency and effectiveness realized in
terms of management and achievement of excellence in academic objectives with the government
support by way of resource allocation that would otherwise be paid for by parents and guardians.
Understanding of Physical Infrastructure Policy: Refers to the general to the detailed
understanding of the government policy by stakeholders and pupils on the framework that guides
and enhances the acquisition of education by learners in terms of capacity building. These include
physical facilities such as classrooms, offices, availability of funds and transportation.
Resource Allocation towards Implementation of Policy: A process by which resources such and
funds and other facilities that support education are availed and distributed to public primary
schools such that the overall objective will be to execute plans and policies for the attainment of
goals set by the schools stakeholders
Role of Public Primary School Management: Implies the defined and assigned role that the
public school management engage in so as support in the day to day learning by public primary
school pupils in Kenya.
Government Policy on Free Primary Education: Refers to the Kenya Government policy upon
which the implementation of Free Primary Education in Kenya Public Primary Schools is founded
on. These include the direct interventions that the government employs in order to realize
sustainable and successful access of basic education in primary schools.
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
In this chapter, the researcher will present a review of literature related to the study. The chapter
first covers literature on the status of physical facilities in primary school education in Kenya. Then
literature is reviewed on the challenges related to introduction of free secondary education, among
them challenges related to material and physical resources, delays in funds disbursement, teacher-
learning facilities, classrooms and conditions of schools.
Effects related to Status of Physical Facilities
The introduction of free primary education in 2003 was received with mixed reactions across the
country, UNESCO, (2005). The government’s task force reported that the implementation of the
program was faced with a number of glaring challenges that required to be addressed. Despite
the introduction of FPE (2003)) a large number of students are still outside school. This means that
they are deprived the opportunity to learn and acquire skills for playing a meaningful role in society.
Social exclusion is a great loss at the individual and society levels. Most of these out-of-school
children experience poverty and unemployment and some get involved in criminal and other social
evils as a means of survival. The real issue of educational apartheid comes to the surface only after
joining a school. Enrolling in a school does not ensure the provision of quality education. There is
one question that is central to quality: What kind of school is it? e.i, state of the building, textbooks,
medium of instruction as well as socio-economic background of the children. FDSE (2008)
UNESCO National Education Sector Support Strategy (UNESS) for the Republic of Kenya 2010-
2011 another issue. Some schools lack water points and are located more than 10km away from
nearest water sources. Only about 56 percent of schools in ASAL areas have access to water, less
than 38 percent of which is considered safe. Lack of sanitation in the school is another hindrance
affecting children, particularly girls. The underlying causes can be categorized as push and pull, or
supply and demand factors. ‘Push’ factors include inadequate resources/allocations, low teacher and
classroom supply, distance of schools from residences, and insufficient teachers. (UNESS, 2011)
Effects Related to Adequacy of Funds and Disbursement
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The road to true learning is thinking. Yet, children have no spare time to engage in this necessary
practice, known for creation of knowledge, development of social skills and cognitive growth,
(UNESCO, 2005). In most schools, there is a widespread failure with respect to teachers and the
teaching profession. The government controls the remuneration and may often see no urgency in
encouraging seamless implementation of a progressive reward system (Okwach & George, 1997).
Minister of Education asserted that FPE is aimed at easing the burden from the parents by
abolishing school levies and ensuring equity and accessibility to schools. Through FPE, government
has strategically placed itself as an important stakeholder in the education sector and hope that this
will create a better relation between government representatives, SMC and parents. The failure on
the part of the public to recognize the fact that teaching requires great skill and talent compounds
the matter. Delays in disbursing funds to support free primary school education have frustrated
many teachers, put pressure and constrains on parents financial burdens. (UNESCO, 2005).
However, the executive School Management Committee (SMC) plays a major role in the
management of all school financial activities, which involve the disbursement of money. The
money is obtained through various sources such as CDF, grants and donations. According to
Orlosky (1984), financial management determines the way the school is managed and whether or
not the school will meet its objectives.
Effects Related to Teachers
Okwach & George, (1997) asserted that there is an issue associated with teaching- learning
materials as a major challenge facing the system. Under the FPE programme, every pupil is entitled
to free writing materials, for example, pencils, pens and exercise books. They further points that
textbooks were being shared in the ratio of one textbook to five pupils. Sharing of textbooks
affected their accessibility to the books while at home many have to do their homework early in the
morning the next day when in school. This says something about the amount of work that the
teachers have to give to the pupils. Supplementary reading books are also another issue that will be
investigated in the study.
Effects Related to Classrooms - Learning Conditions
According to FAWE (2001) schools that lack adequate classrooms for instance, hold their lessons
outside or under trees. During bad weather such lessons are postponed or are never held altogether.
This interferes with syllabus coverage and students from such schools do not perform well in
examination.
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Funding for physical infrastructure in primary school, has over the years been part of the overall
school financing. Physical infrastructure funding will involve the funds or efforts expected on
building, land, physical environment, furniture and black wall either in form of repair and
maintenance, construction and infrastructure management. Primary school physical infrastructure
funding has been a challenging undertaking especially due to scarcity of resources and capacity
constraints (Elcher, 1989).The result is that school physical infrastructure funding 20 lags behind
compared to progress in funding other areas of school education needs.
This study will investigate the status of physical facilities. For instance classrooms that
accommodate the large number of pupils enrolled under the FPE programmes, classroom roofs,
classroom windows, and classroom furniture’s/desk and chard boards/visual aids. “Both the
government and the parents have financial obligations to meet. The government is charged with
mobilization of resources, recruitment of teachers and training, paying tuition fees, development of
the school curriculum and provision of the infrastructure and instructional materials” Minister of
Education. Parents on the other hand provide basic needs for the children, school uniforms and
other scholastic materials.
2.2 Effects Related to Condition of School Compounds
The Ministry of Education in Kenya has come up with safety standards manual for schools in
Kenya (MoE, 2005). This emphasizes the importance of complying with education act (Cap 211)
and public 25 health act (Cap 242). The manual discusses size and number of physical
infrastructure for resistance and recommends the need for sufficiency. According to this acts physical
infrastructure includes structures such as classrooms, kitchen, laboratories, water tanks, play ground,
and equipment among others. The facilities can be either permanent or temporary. Such structures are
supposed to be appropriate, adequate and properly located devoid of any risks to users. It has been
indicated by other researchers that a quarter of the schools had a clean school compound with ample
space. However, only 15 percent of the schools with a large compound are untidy. Slightly less than
half (44 percent) of the schools are crowded but with tidy compounds while 16 per cent of the
schools lacked space and the compounds are untidy. Those results indicate that a majority of public
primary schools are crowded (60 per cent); this does not augur well for the success of the FPE
programme.
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CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction
This section outlines the procedures and the strategies that will be used to collect and analyze data.
It focuses on ; research design, study area, target population, sample procedure and sample size,
instrumentation, reliability of the instrument(pilot study, pretest) and description of methods and
techniques that will be used to collect, analyze and present data.
Research Design
The study will employ a descriptive survey research design. Descriptive survey research designs are
used in preliminary and exploratory studies to allow researchers to gather information, summarize,
present and interpret for the purpose of clarification (Orodho, 2002). Mugenda and Mugenda (1999)
on the other hand define the purpose of descriptive research as determining and reporting the way
things are. Borg &Gall (1989) noted that descriptive survey research is intended to produce
statistical information about aspects of education that interest policy makers and educators.
Kombo and Tromp, (2002) described descriptive survey as collecting information about people’s
attitudes, opinions, habits or any of the variety of education or social issues. It is a method of
collecting information by interviews or administering a questionnaire to a sample of individuals.
This study aims at collecting information from respondents on their opinions on the influence of
physical facilities on learner outcome. It’s going to be done by administering questionnaires.
The study therefore, will utilize an exploratory approach using a descriptive survey design to
investigate the effectiveness of physical infrastructural funding in primary schools. Descriptive
survey design is used in preliminary and exploratory studies. This is according to Luck & Ruben,
(1987).Borg and Gall (1989) note that descriptive survey research is intended to produce statistical
information about aspects of education that interest policy makers and educators by involving a
broad category of stakeholders. The study will fitted within the cross sectional sub-types of
descriptive survey design.
Area of Study
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This study will be carried out in Konoin within Bomet County, Kenya. Furthermore, reports from
the District Education Office, Konoin for the period before introduction of Free Primary Education
indicated that primary schools within the region were facing challenges related to understaffing,
inadequate physical facilities, poverty and congestion in classrooms (Konoin District Education
Office, 2000). It would be important to gain empirical data on the challenges being faced in the
district since the introduction of FPE in 2003.
Target Population
A population is any group of persons, objects or items possessing common characteristics and
identification for study. Population can be very large or small depending upon the size of the
researcher want to make the inter-phase. The target population comprised of 740 respondents in
Konoin sub-County, Bomet County. It will consist of 160 Class Teachers, 20 Head Teachers, 40
School committees and 520 pupils. Target population will be used to indicate the target
respondents and their accessibility as illustrated below.
Table 3.1 Target Population
Category Target population Total
Class Teachers 8 x 20 schools 160
Head teacher 1 x 20 schools 20
School committees 2x20 schools 40
Pupils 26x20 schools 520
Total 740
3.5 Sampling Design and Size
To determine the sampling techniques and size, the researcher, after weighting each the sampling
units in the research, will utilize a combination of probability and non-probability sampling
techniques. Chava, F and Nachmas, (1996) indicate that the researcher has to establish the weight of
the sampling units and employ appropriate sampling techniques. They add that the choice of the
sample size must be chosen by some logical process and should be determined by the researcher
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depending on the following: Population, type of study, standard of accuracy desired, and
availability of resources among other.
Techniques will be used as it will ensures inclusion in the sample of sub –groups, which
otherwise would be omitted by other sampling methods to their small number in
population.
The researcher will use stratified random sampling method to sample 114 respondents as follows:
Class Teachers 48, Head Teachers 20, School Committees 20, and 26 pupils by each school. This
will represent 30 percents of target population. According to Kothari (2008), a sample size of at
least 30 percents is acceptable for a target population between 50 and 500. The study will target the
schools in Konoin Sub-county in Bomet County that directly provided sufficient and reliable data
through the experience, skills and knowledge. The researcher will be in a position to obtain varied
relevant data for the study. This is shown in the Table 3.2 below.
Table: 3.2 Sampling Size
Category Target
Population (%)Sample Size
Class Teachers 160x30 48
Head teacher 20x1 20
School committees 40x30 18
Pupils 26x30 48
Total 114
3.7 Data Collection Instruments
Quite a number of data collection instruments will be used in carrying out this research; for instance
data will be obtained from district office. However, the main type of data collection instrument will
be the questionnaire and observation schedule. These instruments will be supplemented by
documentary analysis of inspection and audit reports.
3.8 Questionnaires
The questionnaire will be used for data collection because it offers considerable advantages in the
administration. It also presents an even stimulus potentially to large numbers of people
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simultaneously and provides the investigation with an easy accumulation of data. Gay (1992)
maintains that questionnaires give respondents freedom to express their views or opinion and also
to make suggestions. It is also anonymous. Anonymity helps to produce more candid answers than
is possible in an interview. The questionnaires will be use to collect data from head teachers and
class teachers.
Questionnaires for Head Teachers and Teachers
The questionnaire for head teachers will be comprises of four sections. Section 1 collected the
background information of the respondent. Each of the other three sections will collect
information relates to the effects faced in the effective implementation of free primary education in
relation to status of physical facilities, adequacy of funds and disbursement, teacher-learning and
condition of school compounds. The questionnaire comprised of both close-ended and open-ended
items.
3.8 Data Collection Procedure
Kombo and Thromp (2006) defined data collection as the process of gathering of specific
information to improve or refute some facts. Upon completion of this research proposal the
researcher will take an authorization letter from the University which will seek out permission
from Konoin sub-county, Bomet County in order to reduce the level of suspicion and also help the
researcher to familiarize with the environment and sensitize the respondents of the intended
study to be conducted. Also the researcher will administer the questionnaires personally and will
collect them after a week.
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3.9 Validity and Reliability of the Instruments
Creswell, W.J. (2011). “reliability” refers as to whether scores are to items on an instrument are
internally consistent (i.e. are the items responses consistent across constructs), stable over time
(test-retest correlation), and whether there was consistency in the test administration and scoring.”
The reliability of the instruments will be tested through a pilot study in different location from the
location of study but exhibit the same characteristics. The split half reliability coefficient shall be
applied in the piloting and the instrument shall be reliable if it yields a reliability coefficient (r) of at
least 0.5.
Kothari (2009) explains validity as the most critical criterion that indicates the degree to which an
instrument measures what it is supposed to measure. Validity is the degree to which the research
instrument measures what it is supposed to measure (Gay, 1992). Therefore, validity refers to the
extent to which an instrument has to measure what it ought to measure accurately on the variables
of the study and produce data which can be used to explain the phenomenon and give meaningful
inferences. The instrument will be piloted in one randomly selected secondary school. The pilot
school will not be included in the main study. The researcher will administer the questionnaires to
the head teachers, deputy head teachers and head of departments in the selected school. The pilot
study will help point out ambiguities and flaws in the questionnaires and inadequacies in the coding
system. These will in turn be used as the basis for modifications and improvement of the
questionnaires. The pilot study will then help the researcher to develop the researching experience
in carrying out the main study. The researcher will also ensure validity of the instrument by
consulting with his supervisors from Maasai Mara University and any recommendation and advice
emanating from them will appreciatively be adopted.
Ethical Consideration
Ethical considerations will be observed by the researcher in carrying out the research. The
researcher will seek to be granted to carry out the research from the ministry of education (MOE); a
letter of permission will be handed over to the District Education Officer (DEO). The principal also
will receive the letter of request and introduction from the researcher. The researcher will explain to
the respondents the importance of the data collected. They will be informed that the data in the
questionnaire will be treated with confidentiality.
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Any information or data obtained from respondents and the informants will remain anonymous and
their identity will not be disclosed to the third party. Also where necessary before obtaining
information, the consent will be obtained from respondent and they will be made aware of the
purpose of the study. The research will avoid engaging in plagiarism or misusing of privileges and
opportunities accorded during the study time.
Data Analysis and Presentation Techniques
Once collection of data has been done successfully, the data analysis will begin when the
questionnaires will be coded and thereafter scoring the responses. Frequency distribution tables will
be prepared and the totals of each item calculated. Thereafter data will be coded and analyzed by
the use of Statistical Packages for Social Sciences (SPSS). The analysis will employ both
descriptive and inferential statistics. In descriptive statistics, tables, frequencies and graphs will be
used whereas for the inferential statistics, correlation and regression models will be used.
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Paulins Publication Africa.
Kombo D.K & D.L.A. Tromp, (2006). Proposal And Thesis Writing An Introduction.
Koros S, P. K. (2009). Principals’ and students perceptions on parental contribution to financial
management in secondary schools in Kenya. Quality assurance in education. Retrieved July
9, 2012 from Emerald group publishing database.
Kothari C. R. (2009). Research Methodology Methods and Techniques , 2nd revised edition.
Maheswari N. (n.d). Definition of Financial Management. Retrieved on June 26, 2012
OECD. (2003). Statistics directorate; business tendency survey handbook.
Orlosky, D. E. (1984). Educational Administration Today. Ohio: Charles E. Merrill Publishing Company.
Perry C. (2012). Procurement in education: summary paper. Research and information
service research paper: Northern Ireland assembly.
Okwach; et al (2000): Implementing the Report of Inquiry into
the Education System of Kenya: Realities, Challenges and Prospects, Nairobi IPAR.
UNESCO (2009). Education for All Mid-Decade Report : Paris.
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APPENDICES
APPENDIX I : BUDGET FOR THE PROPOSED PROJECT
ITEM KSHS.
Travelling 20,000
Stationery 15,000
Production and mailing of Questionnaires 15, 000
Miscellaneous 10,000
Total 60,000
APPENDIX II: WORK PLAN
2012 2013
Task April May June July Aug Sep Oct Nov Dec Jan Feb Mar
Proposal Writing
Appointments
Data collection
Analysis of data
Collected
Presentation/repo
rtcorrection
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APPENDIX III: LETTER OF INTRODUCTION
MAASAI MARA UNIVERSITY,SCHOOL OF EDUCATION,DEPARTMENT OF CURRICULAR EDUCATION MANAGEMENT,P.O.BOX 861,NAROK.
Dear Respondent,
I am a Masters student at Maasa Mara University and in partial fulfillment of the requirements for
the award of A Master of Education Degree in Education; I am currently carrying out a study on
effects of physical infrastructure policy of effectiveness of Free Primary Education in Kenya: A
Survey of Schools in Konoin Sub-County, Bomet County. This questionnaire gives you as chance to
express your views on the research topic and the views you hold on the role of logistics on
procurement performance. The findings of this study will be published and reserved at Maasai Mara
University Library. The information you give will be treated with utmost confidentiality and will be
used for the purposes of this research study only. You are therefore NOT required to write your
name on this questionnaire. Your cooperation will be highly appreciated.
Thank you
Richard Kibii Chepkwony
School of Education
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APPENDIX IV: QUESTIONNAIREQUESTIONNAIRE
Personal Information1. Indicate your gender. Male Female
2. Current position…………………………………………………………………………..
3. Duration of service as a stakeholder in Free Primary Education
0-3yrs 4 – 7yrs 8 – 11yrs over 12yrs
4. Education level
Certificate Diploma Degree Masters
Any other? Specify………………………………………………………………………..
5. Indicate with a tick () on ‘Yes’ or ‘No’ sections if you understand the role of the following
proactive procurement terms as relates to public procurement.
Statement YES NO
Understanding of Physical Infrastructure Policy
Extent of Policy Implementation
Role of Public primary School Management
Resource Allocation towards Implementation of Policy
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A. Understanding of Physical Infrastructure Policy
6. Are you aware of Government Policy on Physical Infrastructure for Free Primary Education?
Yes No
7. If “Yes” to question 6 above, how do you rate the current status of physical infrastructure
towards the support of Free Primary Education?
Excellent Good Average Strongly Disagree No idea
8. How do you rate the efficiency of the current policy on Physical Infrastructure on Free Primary
Education?
Very Efficient Efficient Inefficient Very Inefficient
9. Do you think the understanding of policy on physical infrastructure is important in the
performance of Free Primary Education?
Yes No
10. Kindly express your opinions on the way forward to a more effective and efficient
understanding of policy on physical infrastructure for enhancement of Free Primary Education.
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
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B. Extent of Policy Implementation 11.Do you think enough is being done in the implementation of policy on physical
infrastructure?
Yes No
12. If ‘yes’ to the above, what do you make of the involvement of public primary school
stakeholders in the implementation of policy on physical infrastructure?
Very efficient Efficient Inefficient Very inefficient No idea
13. In your own opinion do you think there are enough media that allow for the implementation of
policy on physical infrastructure?
YesNo
14. Express your opinion on the way to efficient and implementation of policy on physical
infrastructure.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
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D. Role of Public Primary School Management15. Do you think the role of management in important in the performance of Free Primary
Education?
Yes No
16. If ‘Yes’ to question 15, how do you rate the importance of management in the performance of
Free Primary Education i public Primary School in Kenya?
17. Very Important Important Unimportant Very Unimportant
18. What are the various which the management is involved in the performance of Free Primary
Education through the relevant policies?
a) ……………………………
b) ……………………………
c) ……………………………
d) ……………………………
e) ……………………………
19. What’s your opinion on the best forward for an efficient managerial role in the implementation
of policy on physical infrastructure towards Free Primary Education?
…………………………………………………………………………………………….
………………………………………………………………………………………………
……………………………………………………………………………………………….
THANK YOU FOR YOUR PARTICIPATION
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