Abstract:
The performance of pupils at the Kenya Certificate of Primary Education in public
schools in Kenya remains a challenge since the number of pupils performing poorly is
still high. In Matete Sub County, the performance of pupils at KCPE has been declining
from the year 2012-2015, with a mean of 2.48. Therefore, the objective of the study was
to find out the extent to which government policies affect the academic performance of
primary school learners in Matete sub county, Kakamega county. The study adopted a
descriptive survey design. The study population comprised of 49 head teachers, 49 senior
teachers, 75 standard eight class teachers, 1759 class eight pupils, and 1 Sub County
Quality Assurance Officer. The study sampled 44 head teachers, 44 senior teachers and
one sub-county Quality Assurance Officer who were selected through saturated sampling
technique. Sixty-three class eight teachers were selected through simple random
sampling technique. It also comprised 525 standards 8 pupils, who were selected through
stratified sampling technique. Instruments for data collection were questionnaire,
interview schedules, focus group discussions and document analysis guide. Face validity
of the instruments was ascertained by experts in educational administration. Pilot study
was carried out among 15 pupils, 5 head teachers, and 5 senior teachers. A Cronbach’s
coefficient alpha of 0.7 was found; hence the instruments were reliable. The quantitative
data was analyzed using descriptive statistics. The qualitative data was transcribed and
categorized on an on-going process as themes and sub themes emerge. The study showed
that Government policies moderately affect academic performance with a mean of 3.39.
Staffing policy as one of the government policy profoundly affected KCPE performance
with a mean of 4.39.
