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Stakeholders perceptions on influence of remedial tuition on utilization of educational resources in public primary schools kenya: a case study of kisumu city

Author: 
Pamella Ambiyo Ananda, Maurice A. Ndolo and Enose M.W. Simatwa
Subject Area: 
Social Sciences and Humanities
Abstract: 

Studies in some parts of the world had established that remedial tuition was perceived by stakeholders in education to influence utilization of educational resources which in turn influence quality education in primary schools. Remedial tuition is teaching and learning processes organized outside normal class time for enhancing utilization of educational resources and 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 examination 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 objective of this study was to establish stakeholder’s perceptions on influence of remedial tuition on utilization of educational resources in public 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 established that stakeholders were of the view that remedial tuition highly influences utilization of educational resources as the overall mean rating was 3.04 respectively. These findings mean that the stakeholders perceived remedial tuition as having high influence on utilization of educational resources and quality education in Kisumu city. The study recommended that remedial tuition should continue to be embraced by all schools to enhance utilization of educational resources and provision of quality education.

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