INFLUENCE OF PROMOTION OF SCHOOL-COMMUNITY PARTNERSHIP ON PERFORMANCE IN KENYA CERTIFICATE OF PRIMARY EDUCATION IN PUBLIC SCHOOLS IN MARSABIT NORTH SUB-COUNTY, MARSABIT COUNTY, KENYA
Abstract
Statement of the Problem: School-community partnerships are crucial for improving academic performance. However, public primary schools in Marsabit North Sub-county continue to record low performance in the Kenya Certificate of Primary Education (KCPE) exams.
Purpose of the Study: This study aimed to assess the influence of school-community partnerships on KCPE performance in public primary schools in Marsabit North Sub-county, Marsabit County, Kenya.
Methodology: The study utilized a mixed-method approach with a concurrent triangulation design, targeting 147 respondents, including 18 headteachers, 120 teachers, and 9 Coordinators of Public Benefits Organizations (PBOs). A sample size of 108 was determined using Yamane’s formula, employing stratified sampling across three zones to select participants through purposive and random sampling. Data collection involved questionnaires for teachers and interviews for headteachers and PBO Coordinators. Qualitative data were thematically analyzed, while quantitative data were processed using descriptive statistics and Pearson’s correlation with SPSS Version 25.
Findings: The study found that KCPE performance had declined over the past five years (2019-2023), with many pupils scoring below 300 marks. While community stakeholders were sometimes involved in activities like volunteering and ensuring school security, these partnerships were often hindered by bureaucratic challenges and the lack of formal strategic frameworks.
Recommendations: Headteachers should actively foster regular collaboration with the community, as their involvement is essential in developing strategies to improve KCPE performance and in providing additional resources to support academic programs.
Keywords: Promotion, School-Community, Partnership, Performance in Kenya, Certificate of Primary Education
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