INPUT – OUTPUT RELATIONSHIP AND THE QUALITY OF EDUCATION IN DAY SECONDARY SCHOOLS IN KENYA

Abstract

The purpose of the study was to evaluate the extent to which school inputs affect quality of education in day secondary schools in Kenya. The study was carried out in eighteen-day secondary schools in Kisumu County. The input-output relationship or Education Production Function (EPF) was used in this study. Data was analyzed using multiple and Stepwise regression analysis. SPSS Statistical Package was used to determine regression coefficients of the results. From the stepwise regression analysis, it was found that one per cent increase in instructional material supplied will improve the performance of day secondary schools in the district by 0.4827 percent, while one percent increase in laboratory equipment expenditure will improve performance by 0.2313.One percent decrease in teacher-pupil ratio was found to improve performance by 0.3357 percent, while one percent increase in student average admission score would improve the performance by 0.3650 percent. Head teacher’s qualification and experience and teacher`s qualification and experience were found to be statistically insignificant at 0.05 confidence level in a two tailed test.

Keywords: Day secondary Schools, Input- Output Relationship, Quality of Education, Regression Analysis


Article Review Status: Published

Pages: 42-50 (Download PDF)

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