The use of mother tongue as a language of instruction debate has been ongoing in Kenya as well as in other African countries with no consensus from researchers and policy makers. This paper focuses on the use of mother tongue in lower primary in schools in rural areas in Kenya and the reasons for deviations from guidelines that recommend the use of language of the catchment area in classes 1-3. This paper maintains that the use of mother tongue in the early years of schooling provides basic literacy skills necessary for learning in other subjects. Despite the benefits of use of mother tongue as the language of instruction in lower primary in schools in the rural areas, many primary schools in Kenya hardly use it for instruction. Not only does this paper recommend the use of mother tongue in lower primary in schools in rural areas in Kenya but also proposes that teachers perform the crucial role of enabling parents and other stakeholders in the education sector understand how mother tongue benefits the learner in the teaching learning process.
INPUT – OUTPUT RELATIONSHIP AND THE QUALITY OF EDUCATION IN DAY SECONDARY SCHOOLS IN KENYA (Published)
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.