| dc.description.abstract | Studies worldwide have revealed that remedial tuition is perceived by stakeholders to
influence quality education in primary schools. Remedial tuition is teaching and learning
processes organized outside normal class time for enhancing quality education. Quality
education in Kenyan schools is measured in terms of performance in national
examinations. The desire for excellent performance in Kenya Certificate of Primary
Education (KCPE) is the driving force behind remedial tuition. However, in Kisumu City
'. the 2005 to 2011 mean scores were just slightly above average, that is; 258.44, 263.31,
273.27,279.70,265.00,267.46, and 272.65 respectively despite the provision of remedial
tuition. The purpose of this study was to establish stakeholder's perceptions on influence
of remedial tuition and provision of quality education in public primary schools in
Kisumu city. Objectives of the study were to; establish stakeholders' perceptions on
influence of remedial tuition on syllabus coverage, pupils' study skills, utilization of
educational resources and pupils' academic 'performance in primary schools in Kisumu
city. The Conceptual Framework showing the influence of remedial tuition on provision
of quality education as perceived by stakeholders was used. The study adopted
descriptive survey research design. The target population was 71 head teachers, 1377
teachers, 5453 standard VIII pupils and 1 Quality Assurance and Standards Officer
(QASO). The sample sizes were 60 head teachers, 300 teachers, 359 pupils and 1QASO
determined by Fishers' formula. Saturated sampling method was used to select QASO
and simple random sampling method was used to select Head teachers, teachers and
pupils. Questionnaire, interview schedules, and focus group discussion guide were used
to collect data. Face and content validity of questionnaires were determined by experts in
educational administration. Reliability of questionnaires were determined through pilot
study in 7(10%) of the schools using test- retest technique. Pearson's 'r' coefficients for
head teachers and teachers questionnaire were 0.81 and 0.88 respectively at a set P- value
of 0.05, meaning they were reliahle. Quantitative data were analyzed using frequency
counts, percentages, means and T- test. Qualitative data were transcribed, analyzed and
reported in emergent themes and sub- themes. The study established that stakeholders
were of the view that remedial tuition highly influences syllabus coverage, study skills,
utilization of educational resources and academic performance as their overall means
ratings were: 3.47; 3.35; 3.04 and 3.56 respectively. These findings mean that the
stakeholders perceived remedial tuition as having high influence on enhancement of
provision of quality education in Kisumu city. The study concluded that stakeholders
were ofthe view that remedial tuition enhances provision of quality education. This study
recommended that remedial tuition should continue to be embraced by all schools to
enhance provision of quality education. The findings of this study are significant to
stakeholders in primary school education as they inform them the status of remedial
tuition as perceived by stakeholders for charting the way forward. | en_US |
