UTILIZATION OF SELECTED INFRASTRUCTURE AND ITS INFLUENCE ON ACADEMIC PERFORMANCE IN SUB COUNTY SCHOOLS IN UASIN GISHU COUNTY, KENYA.

Abstract

School infrastructure is a key pillar for the effective learning process in any educational institution. School infrastructure plays a crucial role in academic achievements by providing good learning environment that supports student engagement, focus and overall well-being, directly impacting their ability to learn and retain information. School infrastructure includes classrooms, laboratories, dining hall, playground, games/sports equipment, dormitories, and sanitation facilities among others. Academic performance is measured by examination and is used as the main basis for judging a student’s ability and as a means of selection for educational advancement and employment. The purpose of this study was to investigate the utilization of selected infrastructure and its influence on academic performance in Sub-County schools in Uasin Gishu County, Kenya. The study was guided by four objectives; to investigate the utilization of classroom facilities and academic performance, to investigate the utilization of library facilities and academic performance, to investigate the utilization of ICT and academic performance and to investigate the utilization of co-curricular facilities on academic performance in public secondary schools in Uasin Gishu County. This study was guided by Systems Theory. Mixed methods research design was adopted. The target population of the study was 162 Principals, 972 Teachers, 17820 form four and form three students from the 162 subcounty secondary schools and 6 Quality Assurance and Standards Officers. The sample size comprised of 48 principals, 972 teachers and 1 County Quality Assurance and Standard Officer (CQASO) while the sample size of students was 384 from the 48 selected public secondary schools. Data collection instruments were questionnaires, interview schedules and observation checklists. A pilot study was carried out in five public schools in the neighboring Trans Nzoia County to check on the consistency of the instruments. Cronbach’s Alpha coefficient was used to assess the internal consistency of the questionnaire and a value of 0.7 was obtained for all the variables which were within the recommended range. Descriptive statistics, including frequencies, percentages, mean, standard deviations and graphical charts were used to summarize the numerical and categorical data. Inferential analysis adopted correlational and regression analysis technique to explore the relationship between the dependent and independent variables. Qualitative data was analyzed thematically. Based on the multiple regression models, the coefficient of determination (R squared) of 0.441 showed that 44.1% of the variation in student performance was explained by the utilization of the selected school infrastructure. The classroom, library, ICT infrastructure and co-curricular infrastructural facilities significantly influenced academic performance. The study concluded that overall investment in quality school infrastructure is a vital component of ensuring effective education delivery and maximizing student academic potential. The research recommended that the County Government should develop infrastructural development initiatives to solve the inadequacy of these facilities and enhance their utilization in the schools; policymakers should ensure that all public schools receive enhanced financial resources for infrastructural development for learners and teachers to effectively utilize them to achieve good academic performance