School Based Factors Influencing Transition of Pupils From Lower Grades to Upper Grades in Public Primary Schools in Sotik Subcounty, Kenya

Abstract

The new education system in Kenya requires a child or learner to moves from one grade to another. This transition poses new experiences as well as challenges some of which are building up from previous grade. The purpose of this study was to determine the influence of teaching and learning resources on pupil’s transition from lower grade to upper grade in public primary schools in Sotik Sub-County. The target population of the study was 165 head teachers, 1178 teachers and 5300 grade five pupils to give a total of 6643 target population. The study randomly selected 377 respondents using Nuausima’s (2000) formula for calculating the sample sizes where 9 head teachers were purposely selected for the study while 67 teachers and 301 grade five pupils were randomly chosen. The data was collected using both questionnaires and interview schedule as well as observation checklist. The data was analyzed using both qualitative and quantitative approach. The study concludes that teaching and learning resources influence pupil’s transition hence emphasis should be put so that teachers becomes creative so as to transfer the same knowledge to the learners. The unavailability of teaching and learning resources is a major setback in the teaching of CBC in primary schools which interns affects learner’s acquisition of relevant skills required of them to transits from one grade to another.