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首页> 外文期刊>Journal of Education and Practice >Influence of Home Based Factors on Internal Efficiency Primary Schools in Bungoma North and Kimilili-Bungoma Districts, Kenya
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Influence of Home Based Factors on Internal Efficiency Primary Schools in Bungoma North and Kimilili-Bungoma Districts, Kenya

机译：肯尼亚Bungoma North和Kimilili-Bungoma地区家庭因素对内部效率小学的影响

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Education reform efforts in developing countries are aimed at making education an effective vehicle for national development. Educational attainment, especially primary education, is perceived as one of the main vehicles for spurring economic growth and improving living standards in developing countries. In Kenya, the proposed allocations to both the Ministry of Education and that of Higher Education constitute 13% of the total expenditure for the Financial Year 2011-2012, out of which the Teachers Service Commission receives 4.6% of the total annual expenditure. Bungoma-North and Kimilili-Bungoma Districts have consistently performed poorly in Kenya Certificate of Primary Education despite some schools within the same Districts performing above average. The mean scores in 2008, 2009 and 2010 were 246.96, 240.89 and 234.19 respectively. This raised concern on internal efficiency of primary schools in the districts. The purpose of this study therefore was to examine the influence of home based factors on internal efficiency of primary schools in Bungoma-North and Kimilili-Bungoma Districts. Objectives of the study were to: Establish the extent to which parental level of education; parental occupation; language use at home and parental income influence internal efficiency of primary schools. Education Production function theory (Psacharopoulos & Woodhall, 1985) was used in this study to show the influence of home based factors on internal efficiency of primary schools. The research designs used were correlation and descriptive survey designs. The target population consisted of 106 Head teachers, 530 standard eight teachers, 6850 standard eight pupils and 2 District Quality Assurance Officers (DQASOs). The study sample consisted of 40 head teachers, 200 standard eight teachers, 400 class eight pupils who were selected using simple random sampling technique and 2 DQASOs who were selected using saturated sampling technique. The study used questionnaires and interview schedules as research instruments. From the research findings, the study established that Parental level of education, occupation; income and language used at home do influence academic achievement of pupils. Fathers’ level of Education was a significant predictor of pupils’ performance, Pupils Performance in KCPE improved by 16.973 with fathers Education, The variation in Kenya Certificate of Primary Education pupils results were accounted for by home based factors (6.1%).
机译：发展中国家的教育改革努力旨在使教育成为促进国家发展的有效手段。受教育程度，特别是初等教育，被认为是刺激发展中国家经济增长和改善生活水平的主要手段之一。在肯尼亚，对教育部和高等教育的拟议拨款占2011-2012财政年度总支出的13％，其中教师服务委员会占年度总支出的4.6％。邦戈马北部和基米利里-邦戈马地区在肯尼亚的初等教育证书上一直表现不佳，尽管同一地区内的一些学校的表现高于平均水平。 2008年，2009年和2010年的平均得分分别为246.96、240.89和234.19。这引起了各地区小学内部效率的关注。因此，本研究的目的是检验家庭因素对Bungoma-North和Kimilili-Bungoma地区小学内部效率的影响。该研究的目的是：确定父母的受教育程度;父母职业家庭使用语言和父母的收入会影响小学的内部效率。教育生产函数理论（Psacharopoulos＆Woodhall，1985）被用于研究表明家庭因素对小学内部效率的影响。使用的研究设计是相关性和描述性调查设计。目标人群包括106名校长，530名标准八名教师，6850名标准八名学生和2名地区质量保证官（DQASO）。研究样本包括40名校长教师，200名标准八名教师，400名使用简单随机抽样技术选出的八班学生和2名DQASO（使用饱和抽样技术选出）。该研究使用问卷和访谈时间表作为研究工具。根据研究结果，研究确定了父母的教育程度，职业水平;家庭使用的收入和语言确实会影响学生的学习成绩。父亲的教育水平是学生学习成绩的重要预测指标，父亲教育的帮助下，KCPE的学生成绩提高了16.973。肯尼亚初等教育证书学生成绩的差异是由家庭因素造成的（6.1％）。

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