Contribution of Teaching Practices on Pupils Academic Performance in Public Primary Schools in Kenya

Oronda Wesonga William, Nganyi Jason, Epari Ejakait

Abstract


The study examined the contributions of various teaching practices on learners' academic performance in public primary schools in Nambale Sub-County, Kenya. Using a descriptive survey design, the research focused on timely syllabus coverage, frequent homework assignments, and regular testing as key teaching practices. Data was collected via questionnaires and analyzed thematically for qualitative data and using linear regression for quantitative data. The findings revealed that teaching and learning practices significantly influenced academic achievement in the schools studied, with regular testing being particularly significant. Additionally, the study concluded that most schools managed timely syllabus coverage. The recommendations included a call for government policy review to enhance teaching and learning practices and ultimately improve academic performance

Keywords: Teaching and learning practices; syllabus coverage; assignments; testing; performance.


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