The Influence of Secondary School Learning Resources Preparedness on the Optimal Primary School Pupils’ Transition in Nandi North Sub County, Kenya

Elizabeth Jepkoech Chumba, Dr Audrey Matere and Dr Moses Kapkiai
School of Education and Human Resource Developments
Kisii University, Kenya
Corresponding Author: elizabethjepkoech18@gmail.com

Abstract: The government’s 100% transition program is putting pressure on the current learning resources in secondary schools. The goal of this paper was to determine the impact of learning resource preparedness on secondary school preparedness for optimal primary school pupil progression in Nandi North Sub County. The study used descriptive survey study design, targeting 36 secondary schools with 36 principals, 252 heads of department 6 curriculum support officers, Sub County Director of Education, TSC Sub County Director. Secondary schools were clustered into 6 zones and simple random sampling used to select 12 principals and 153 heads of department. Purposive sampling was used to sample the Sub County Director of Education and the TSC Sub County Director. Questionnaires and interviews were used to collect data. Quantitative data was analyzed using frequencies, percentages and Pearson Correlation Analysis while qualitative data were thematically analysed. The analysed data was presented using tables and charts. The study revealed that there was a significant correlation between learning resources and optimal transition of pupils to secondary schools (r = .294; p = .000). The study concluded that learning resources influenced transition of pupils to secondary schools. It was recommended that there is need for the government and other education stakeholders to provide adequate teaching and learning resources so as to enhance optimal transition of pupils. The study findings are expected to provide policy makers with insights on critical factors that they may consider when formulating policies meant to increase transition between primary and secondary schools in the country.