CLAN CONFLICT AS A DETERMINANT OF POOR PERFORMANCE AMONG

PRIMARY SCHOOL CHILDREN IN BANISA SUB COUNTY, MANDERA COUNTY

JOANE AYAKO MOIGE

ADM: 47817001015

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE CONFERREMENT OF DIPLOMA IN EARLY
CHILDHOOD DEVELOPMENT EDUCATION

JUNE 2021
 DECLARATION
I do hereby declare that this submission is my original work. It has not been submitted or
presented to any institution of learning for award.

Signature………………………………….

Date…………………………………………

The proposal is submitted with my approval as the college supervisor.

Signature………………………………….

Date…………………………………………
 ACKNOWLEDGMENT
I am grateful to the almighty God, who has given me life and enabled me to overcome all sorts of
obstacles, hence completing my dissertation. My acknowledgement with sincere gratitude goes
to Dr Mohamed Shariff for his useful guidance as my supervisor. I also acknowledge my loving
parents for approving financial support which enabled me to undertake my studies. Since it is not
easy to mention all persons who contributed to this study, I kindly request those who supported
me to accept my sincere gratitude’s for their contributions and support
 DEDICATION
I hereby dedicate this project report first to God, my family, colleagues and friends who have
been continuously been a source of encouragement and offered their endless support during the
entire time I was doing this research project. I am forever grateful.
Contents
DECLARATION.......................................................................................................................................2
ACKNOWLEDGMENT...........................................................................................................................3
DEDICATION...........................................................................................................................................4
LIST OF ABBREVIATIONS...................................................................................................................6
OPERATIONAL DEFINITIONS............................................................................................................7
ABSTRACT...............................................................................................................................................8
CHAPTER ONE........................................................................................................................................9
1.2 PROBLEM STATEMENT..........................................................................................................10
1.3 SIGNIFICANCE OF THE STUDY......................................................................................................10
1.3 BROAD OBJECTIVES...............................................................................................................11
1.4.1 SPECIFIC OBJECTIVES......................................................................................................11
1.5 RESEARCH QUESTIONS.......................................................................................................11
CHAPTER TWO.....................................................................................................................................12
LITERATURE REVIEW...................................................................................................................12
2.1 INTRODUCTION.....................................................................................................................12
2.2 The Concept of Quality Education...............................................................................................12
2.3 Indicators of Quality Education....................................................................................................13
2.4 Factors Affecting the Quality of Education..................................................................................14
2.5 Teaching and Learning Materials.................................................................................................14
2.6 Knowledge gap............................................................................................................................15
CHAPTER THREE.................................................................................................................................16
3.0 RESEARCH METHODOLOGY.................................................................................................16
3.1 INTRODUCTION.....................................................................................................................16
3.2 STUDY AREA...........................................................................................................................16
3.4 STUDY DESIGN.......................................................................................................................17
3.6 STUDY POPULATION............................................................................................................17
3.7 SAMPLE SIZE DETERMINATION.......................................................................................17
3.8 SAMPLING TECHNIQUE USED......................................................................................................18
3.1.3 ETHICAL CONSIDERATION.............................................................................................22
REFERENCES..............................................................................................................................................22
LIST OF ABBREVIATIONS
KCPE – Kenya Certificate for Primary Education

GoK – Government of Kenya

MTP - Medium Term plan

FPE - Free Primary Education

FDSE - Free Day Secondary Education

KESSP - Kenya Education Sector Support Programme

 OPERATIONAL DEFINITIONS
Teaching - Defined as engagement with learners to enable their understanding and application of
knowledge, concepts and processes. It includes design, content selection, delivery, assessment
and reflection.

Learning - Can be defined as the activity or process of gaining knowledge or skill by studying,
practicing, being taught, or experiencing something (Merriam-Webster dictionary). Learning is
about what pupils do, not about what we as teachers do. 

Learning resource - Are materials that are used for teaching a course

Assessment - Is defined as the act of judging the amount of learning that took place as a result of
learning and teaching. 
 ABSTRACT
Inter-clan conflicts have at best prevented people from developing their bountiful human and
natural potential. Communities in Northern Kenya have co-existed peacefully since their
migrations and settlement. They have traded, intermarried and shared many social festivals.
However, the same communities have experienced unending conflicts spanning two or more
decades despite existence of institutions that ought to have solved the conflicts. The main
objective of this study was to establish clan conflict as a determinant of poor performance among
primary school children, with a focus on Banisa Sub County. The study specifically sought to
assess causes of conflicts, impacts of the conflict on education and how the conflict can be
addressed. This study employed a descriptive survey research design. The study population constituted
of 30 randomly selected pupils, teachers, community members and education officer within Banisa
Subcounty. The study relied on data collected through a questionnaire structured to meet the objectives
of the study. Responses were tabulated, coded and processed by use of a computer Statistical Package f
programme to analyze the data. Quantitative information was summarized into frequencies,
percentages and graphs. Qualitative information in the interview guide were transcribed and reported in
narrative reports.
 CHAPTER ONE
INTRODUCTION

Chapter one was generally based on the proposal of the research which include, background
information, problem statement, objective both broad and specific, research questions and
significance of the study. This chapter carries general overview of this research project based on
clan conflict as determinant of poor performance among school children in primary schools
particularly Banisa Sub county.

1.1 BACKGROUND INFROMATION

According to the UNESCO (2014), in 2013, 31 million out-of-school children lived in countries affected by
conflict, half of all out-of-school children, an increase from 42% in 2012.children in conflicts affected
countries are not only less likely to be in primary school, but also more likely to drop out. Survival to the
last grade in poorer conflict-affected countries is 65%, whereas it is 86% in other poorer countries. It
further notes that Enrollment rates in secondary school are nearly one-third lower in conflict-affected
countries. Education is a panacea for national development across the world. There is no society that
does not give adequate attention to her educational growth and development Kanika (2016), writing on
teachers’ accountability and its impact on quality education notes that a teacher is a pivot of the
education system for the transformation of intellectual and technical skills from one generation to next.
The growth and development of any nation depends upon education system. The most important factor
in the educational development is the teacher who is professionally equipped with various skills,
competencies, determination and accountability to give his best to the individual as well as society. Thus
a teacher should be committed and accountable towards students’ overall development, community,
profession and nation for his own as well as nation's growth, especially when practicing in a conducive
and peaceful atmosphere (Kanika, 2016; Orodho, 2015). It is against this backdrop that the researcher
was prompted to examine clan conflict as a determinant of poor performance in primary schools of
Banisa Sub county.

1.2 PROBLEM STATEMENT

Conflicts present huge challenges for education provision. Too many children either perform poorly or
drop out of school in conflicted-affected areas. By maintaining a commitment to education during
conflict, one can not only be protected from physical, social and psychosocial damage, but also provide
the means by which societies can recover. The school community has the endeavor to guide education
provision in the school. The challenges that the school community faces are both inside the school and
bigger ones are from outside the school environment like political interference. Schools situated in
Nomadic communities face further challenges due to frequent internal conflicts resulting from the
cultural affiliations and scarcity of natural resources like grassing land. More recently a terror group
from Somalia, a failed state, is big concern. The community is essential to the school’s existence since it
provides the pupils and therefore the conflicts hinders proper school curriculum through the hatred
seeds planted on the learners as part of the community against non-members, the learners also are
forced to escape to safety with their parents thus affecting the learning process and destructions of
school properties. Many studies have been undertaken on the nomadic societies as well as on the
education status of Mandera County but much have not been directed to the impacts of inter-clan
conflicts on pupils performance in primary schools in Banisa Sub County.

1.3 SIGNIFICANCE OF THE STUDY

The researcher provided answers to the questions particularly those which contribute to poor
performance in primary schools. The findings are expected to provide useful information that can
be used by the Government through Ministry of Education and County governments in devising
a more appropriate way to ensure pupils in primary schools within conflict zones learn in a
conducive and secure environment. This study is expected to shade light on why primary schools
in conflict areas perform poorly so as to increase performance and also provide awareness to the
government to take remedial measures in education sector. Not only that, but the findings would
also provide the useful information which can be used by the education administrators and policy
makers in education system in devising a more appropriate way of ensuring that all primary
schools in conflict zones of Kenya are provided with conducive learning environment. Further,
the study was expected to advance knowledge and provide basis for further research on similar
topical issues.

1.3 BROAD OBJECTIVES

The main objective of the study was to assess Clan conflict as a determinant of poor performance
among children in primary schools in Banisa Sub County.

1.4.1 SPECIFIC OBJECTIVES

1. Assess the major causes of clan conflict

2 Determine the impacts of clan conflict on pupil’s performance.
3.
1.5 RESEARCH QUESTIONS
i) Do teaching and learning resources contribute to poor academic performance?

ii. Does socio-economic background of pupils affect the provision of learning materials?

iii. Does the teaching and the learning process affect the performance of pupils?
 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION
This chapter covers review of literature relevant to this study which is lack of teaching and
learning resources as factor of poor performance of pupils’ in primary schools. Also presented
are empirical studies on lack of teaching and learning resources as a factor of poor of poor
academic performance worldwide followed by the findings from developing countries, including
Kenya. This chapter will also provide arguments from various authors on lack of access to
learning and teaching resources as a factor of poor performance.

There is a growing body of literature which attempts to profile the effects on war on development in
general and some focusing briefly on their effect on education provision (Daily Nation, 2014; Kanika,
2016; Postiliano, Jiao & Olian”g, 2012;Orodho, Waweru, Ndichu & Thinguri, 2014; Safeworld, 2015;
UNESCO, 2015; United Nations, 2013). Arms control remains one of the most critical issues on the
International agenda. In 2011, the Global Burden of Armed Violence showed that some 526,000 people
die violently each year (Safer world, 2015). Despite strong international policy commitments to make
progress on these issues- including the Armed Trade Treaty (ATT) which entered into force on 24th
December 2014- and the commitments made in the UN Programme of Action on Small Arms(POA) in
2001, Safer world remains concerned that such assurances have not shown a direct impact on improving
the lives of people(Saferworld,2015.). Threats in Nigeria by Boko Haram radical groups with the high
profile kidnapping and abduction of school girls in Chibok. Apart from the paltry budgetary allocation by
the government, the Boko Haram insurgency has been an obstacle to educational development in
Nigeria. By implication, Boko Haram translates to war against western education especially in northern
Nigeria. In Borno state the attacks had destroyed over 882 classrooms as of August 2013, in Yobe state
all schools were shot from June to September 2013. On 6 March 2014, the federal government closed
five Federal Colleges in Adamawa, Borno and Yobe states, ordering their estimated 10,000 students to
relocate to other schools (Daily Trust, 10 March 2014). Parents fearing attacks have withdrawn
thousands of children from schools in a region already the most educationally backward in Nigeria. Civil
war in Syria has contributed to the sharp increase in reported incidents of children being stopped from
accessing education, physically attacked for trying to go to school or having their school bombed, or
recruited by armed groups (UNESCO, 2015). According to Postigilione, Jiao, & Oliang (2012), children are
valuable labor for the nomadic families in China’s autonomous Tibet region. The labor demand still
impacts school attendance. Yet, many parents can hardly realize the significance of education for their
children’s future. The experience of Iraq provides a stark example of how conflict can reverse
achievements in education. Until the 1990s, the country was a regional leader in education (UNESCO,
2003, 2014 ). It had achieved near universal primary education, high levels of secondary enrollment and
established universities that enjoyed an international reputation. As a result of Gulf war (1990-1991)
and the imposition of sanctions, followed by eight years of violence since 2003, the country has slipped
down the education league table. Though national data are unreliable, one survey put the attendance
rate for 6 to 14 years old in 2008 at 71%. The reported net enrollment ratio is below the level in Zambia,
and half a million primary school age children are out of school. Much of the school infrastructure has
been damaged or destroyed. Many teachers have fled. The University system has collapsed amid
sectarian violence, assassinations and the departure of academics (Kanika, 2016; Orodho, Waweru &
Getange, 2014). With slow pace of recovery, prospects for at least two generations of primary school
age children have been irreparably damaged. In the Democratic Republic of the Congo, the M23 rebels
were largely responsible for putting 250 schools out of use last year, either as a result of occupation for
military purposes or looting. In the Central African Republic, more than half of the country's schools
remain closed following the Séléka rebel coalition's takeover of the country in April. The education of 1
million children has been jeopardized as a result. In Mali, following widespread attacks, more than 1,500
schools in the north of the country need repair, new equipment and removal of weapons. The conflict
has disrupted the education of more than 700,000 children (United Nations, 20013 ). Nomadic
communities reside in over 21 countries across Africa. Many of these pastoralists’ communities are
affected by conflicts, while the East Africa region show sustained levels of inter-pastoral violent conflicts
with associated potential impacts on their livelihoods (Bevan, 2007). Pastoralism is a major economic
production strategy whereby people raise herds of animals, mostly in arid and semi-arid lands. ASALs
make about 80% of Kenya's land territory and support a third of the country's human population and
72% of the national livestock herd. Nomadic pastoralism contributes approximately 10% to the Kenya’s
gross domestic product according to FAO (2010). According to Kaimba et al (2011), the livestock sector
provides an estimated 93% of all employment opportunities as well as about 95% of household income
in ASALs. In North-Eastern Kenya, nomadic communities a long history of involvement in conflicts. A
conflict can be defined as forceful interaction due to opposing views. These resources are closely tied to
the violent theft of livestock, cattle rustling, which is a contributing factor as well as an articulation of
the conflict. Raiding leads to distrust among the communities and clans which is a prerequisite of a
conflict (Mwangi, 2006). Communities use raiding to articulate their hostility toward enemy
communities (Eaton, 2008). Traditionally, livestock raiding often involved small-scale and manageable
violence and theft of the best livestock or replacement of animals lost during periods of droughts or
diseases. However, in recent years, due to the proliferation of modern arms, commercialization of
livestock raiding, banditry, political incitements, dispute over land tenure rights, the cultural practice has
become a widespread, sophisticated, more violent, and destructive activity among pastoral communities
in northern regions of Kenya (Mahmoud 2011; Omollo 2010). The proliferation of modern automatic
weapons is well documented as having had a negative effect on the scale and impact of armed violence
in pastoral communities (Mkutu 2008). In addition, commercialized livestock raiding in which wealthy
businessmen, politicians, traders and local people pursue economic objectives has interfered with
pastoral livelihoods and contributed to conflicts among pastoral communities (Kaimba et al. 2011;
Mkutu 2010; Eaton 2010). Kenya qualifies as a champion of small arms and light weapons (SALW)
control. It ratified the UN Firearms Protocol in 2005 and was one of the co-authors of the Arms Trade
Treaty (ATT) process in the UN General Assembly, it also hosts the Regional Centre on Small Arms and
Light Weapons in the Great Lakes regions and the Horn of Africa. Despite all this, there is ample
evidence the SALW interventions in Kenya have not addressed the problem sufficiently, especially in
pastoralist areas where nomadic communities have to seek out and share limited pasture and water
resources, bringing them into conflict with each other(Safe World, 2015) The Education for All Global
Monitoring Report (2011) reported that 28 million children are out of school in the conflict-affected
countries, which make up 42% of the world total number of learners. Students in conflict affected
countries are twice as likely as children in other low-income countries to die before completing their
studies or be misplaced. Refugees and internally displaced people face major barriers to education, and
conflict-affected countries have some of the largest gender inequalities and lowest literacy levels in the
world. Attacks on education and schools in general occur around the world, inside and outside the
armed conflict situations. In many conflicts, armed groups like Boko Haram intentionally target schools,
teachers, as well as students. These attacks violate the children’s rights in addition to putting children at
risk of injury and death; they can also thwart students' chance to accessing education. Attacks on
schools, teachers and students can cause children not go to school less often, or even to drop out
totally, force schools to cut their hours, as well as destroy school buildings and materials (Human Rights
Watch, 2012d ; United Nations,2013). Environments of violence and fear severely diminish the quality of
children's education and the general education standards. Human Rights Watch (20121) define attacks
on education facilities and schools as encompassing the full range of violations that place children at risk
and deny them access to education. This encompasses attacks on school infrastructure and on teachers
and students; the occupation of schools by the armed gangs, police and military; harassment, threats
and even killing of teachers, parents, and students; and the recruitment of children from schools to join
armed groups In this era of heightened competition and expectations, school managers are in the hot
seat to initiate innovative management practices that are geared towards the improvement of teaching
and learning as is measured through enhanced students’ academic performance (Waweru & Orodho,
2014). However, in Mandera County, the situation is even harder for the school managers to enhance
performance; the area is prone to conflicts that involve the clans, political tensions, the terrorism threat
that is resulting from its proximity to Somalia and the Al-Shabaab group. According to Bosire (2015), in
November 2014 the terrorists pulled 24 teachers from a bus alongside 17 other passenger and killed
them on the spot. The teachers posted to schools in Mandera pulled out and sought to be transferred to
other areas considered safer. School administrators are under pressure to take all reasonable steps to
keep the schools open and lessons on schedule for the learners. The volunteers varying from retired
teachers, educational officials, former students and college students have registered in the schools to
assist with the learning process (Bosire, 2015). According to Kanika (2016),as the teachers are torch
bearer of a learning society, so they have to aware the learner to face the challenges in this era of
Globalization, Privatization and Liberalization along with the technical advancements in educational
sector. Therefore, a teacher has to be realistic and to forgo the transmission model of teaching, and the
reflective, committed and accountable to the profession and have to multidimensional. For the
educational development the teachers need to be professionally equipped with various skills,
competencies, commitment, determination and accountability to give his best. These noble attributes
that guarantee quality education notwithstanding, war remains a major bottleneck to the attainment of
quality educational provision worldwide. Teacher use their knowledge, experiences and competencies
to interpret and execute the curriculum on day-to-day basis (Zeiger, 2014). According to her, the key to
getting teachers committed to curriculum implementation is to enhance their knowledge in the program
through training and workshops. The Kenya Vision 2030 commits the government to improve teacher to
student ratio from 1:47 to 1:40 (Republic of Kenya, 2007). Salamuddin, Harun & Abdullah (2011) noted
that teachers being the main executors of the curriculum should possess sufficient knowledge and skills
in order to ensure success of the education.
2.1 Definition of Conflict

Conflict is an ambiguous concept which has several meanings in everyday life (Pettersson, 2011). It may
refer to some sort of behavior or action, but can also be understood as an abstract notion. Akerlund
observes that conflict tends to involve an incompatibility: that is, two or more parties to a conflict
understand their views to be incompatible, which may be due to some form of scarcity. Wallenstein
(2007) defines conflict as a social situation in which a minimum of two actors (parties) strive to acquire
at the same moment in time an available set of scarce resources. Conflict may arise in a wide variety of
contexts and occurs on multiple levels, including the inter- and intrapersonal levels, the intergroup, the
organizational, as well as the international levels (Pettersson, 2011). A conflict will evolve in a life-cycle,
during which phases of escalation and de-escalation may occur. Escalation of the conflict, or de-
escalation achieved by third partyintervention, tends to result from various forms of bargaining, threats
and pressures which are used to influence the other party‟s behaviour and decisions (Byrne & Senehi,
2009). Although conflicts in Kenya are of many different kinds, Juma (2000) in Huho (2012) classifies
them into four main categories: (a) conflicts among pastoral communities, (b) conflicts linked to
presence of refugees, (c) conflicts between pastoralists and crop farming communities and (d) ethnic
clashes. Huho (2012) observes that current environmental pressures have changed conflict dynamics.
For example, the 1999-2001, drought that wiped out the Turkana community entire stock increased
pressure on the Turkana to raid other communities in order to restock their lost herd. The year 2000
drought caused water deficits in ASAL districts of Kenya amounting to 23,022 m3/d in Mandera, 29,769
m3/d in Wajir, 25,529 m3/d in Garissa, 49,495 m3/d in Kitui, 17,916 m3/d in Tana River, 12,710 m3/d in
Samburu, 35,816 m3/d in Turkana, 29,105 m3/d in West Pokot and 24,690 m3/d in Laikipia. This water
shortage coupled with shortage of pasture sparked competition which led to conflicts between rival
groups (UNEP/GoK, 2000). The drought of the year 2011 in the arid northern Kenya depleted pasture
and dried water points in Moyale, triggering inter-clan attacks and counter-attacks where seven people
were killed in Burji, Moyale town (International Organization for Migration-IOM, 2011). Omolo (2010)
identified fiver major causes/types of conflicts: 1) intra- and inter-clan/ethnic group conflicts; 2) intra-
group conflicts between different socio-economic groups within an ethnic group; 3) conflicts between
the state and people; 4) cross-border inter-clan/ethnic group conflicts; and 5) conflict between farmers
and cattle herders (e.g. when livestock invade farmlands, or when farmers invade areas that have key
resources for their livestock – such as the fencing off of grazing areas close to natural salt-licks along
rivers.
2.2 Conflict Trigger Mechanisms
Some of the previous studies (e.g. Temesgen, 2010) have established the fact that the elaborate
customary/traditional institutions of governance and conflict resolution have all along been closely
linked with the institutions of resource management, social security, conflict prevention, resolution and
mitigation. But recent studies and consultations through KIIs and FGDs during this study have identified
the erosion of traditional systems for conflict and resource management as an element that is now
triggering conflict (Adano & Dietz, 2009). Omolo (2010) asserts that conflict can also be triggered by
specific violent incidents such as the murder of one or a few individuals. The incidents may appear
relatively minor to outsiders or those causing them, but may result in violent and prolonged conflicts
when viewed by relatives or clan/ethnic group related to the victim. According to Ibrahim (2010), a
single or series of livestock thefts or raids may also trigger major retaliatory responses by the affected
groups. Available reports indicate that provocation, tensions and ethnic fights may emanate from
taunting by pastoralist girls and women through traditional or cultural proverbs and songs.
Inflammatory speeches by the media (vernacular radio programmes), politicians that are focused on the
real or assumed offenses of other groups (such as previous raids and/or violent attacks on women and
children) have frequently triggered outbreaks of violent conflict (HAB, 2009).

2.3 Indicators of Quality Education

According to the ADEA (1991), quality is a relative idea and not something that is absolute.
Selecting or designing a range of education indicators as explicit and measurable presentations of
quality in education can therefore, determine the quality of education. Steers, (1997) adds that
the selected education indicators are like doctor taking the temperature of a patient who has
symptoms like vomiting and headache, to confirm the diagnosis of malaria. Likewise the quality
of education can be determined through assessing educational indicators over time. However,
evidence of quality needs to be supplemented by evidence from school sub county officers,
teachers, pupils and parents. According to Osaki (2000), elements of quality education can be a
supportive external environment, desirable internal characteristics, effective teaching and
learning and a favorable school climate. Saint (1992), points out that, several aspects of quality
of education includes inputs, process, quality and output. According to Mosha (2000), inputs are
divided into external and internal inputs of the organization. Major external inputs are effective
financing, strong parent and stakeholder support and the quality of pupils.
2.4 Factors Affecting the Quality of Education

Delors (1998, cited five factors affecting quality of education. He mentioned among others, the
level of training of teachers, instructional materials, language of instruction, class size and
curriculum reforms. However, he cautioned that the importance of individual aspects might vary
substantially from place to place and from time to time. From his experience, the shortage of
trained teachers is so widespread that under-qualified persons are frequently employed as
teachers, especially in remote locations where teachers with high qualifications particularly
scarce. He adds that this scarcity is not the only reason for employing untrained persons. As
extreme cases also occur when budget limitations become so acute that they necessitate the
choosing of under-qualified teachers, since the cost of employing them is low compared with
teachers’ pay scales that are geared to formal qualification level. Arguing on the same problem,
Cohn and Rossmiller (1997) requested developing countries to give a great deal of attention to
the task of recruiting, preparing and retaining competent teachers. They referred to empirical
results relating to teacher variables and student academic achievement. In addition they assert
that the findings of various studies strongly support the notion that trained teachers make
difference as regards their achievement of more advanced grade especially in the more difficult
subject while there may be evidence to suggest that untrained teachers can effectively teach
literacy and numeracy.

2.5 Teaching and Learning Materials

Teaching and learning materials are all those things which the teacher and the pupils do or use to
interact with in order to achieve certain objectives in a classroom situation, such as maps,
models, and board. Those materials help the pupils to see touch, hear, smell and taste, and in so
doing they are able to conceive abstract information, from concepts, practice some skills, and
draw some conclusions out of what they are handling. Teaching materials can be audio (that we
can hear only or see radios) or can be printed (textbooks, charts) or non-printed (real objects,
machines). The use of teaching materials will help pupils retain a good part of what has been
presented or is being presented particularly when the pupils are manipulating the materials
themselves. Nyaki (2006) pointed out the shortage of teachers especially in science subject as
one of the major problems facing schools. He lamented that besides the insufficient number of
teachers, there are very few teachers in secondary schools with proper teaching qualifications.
Consequently, the situation has affected the quality of education. Chonjo (1994), observed that
the unconducive state of buildings, teaching/learning materials, teachers’ working conditions and
learners’ environment in Kenyan schools can rarely facilitate the provision of high quality
education. Experience has shown that there has been a mismatch between the quality of
education and expansion in education.

Generally, teaching materials are part and parcel of the elements of teaching which enable the
pupils to get set for the lesson, arouse their interest and provoke enquiring minds. Further,
teaching materials help to develop concepts among pupils and standardize the information being
presented by teachers as well as their needs. The availability and use of teaching and learning
materials affect the effectiveness of a teacher’s lesson. According to Broom (1973), the creative
use of a variety of media increases the probability that the pupils would learn more, retain better
what they learn and improve their performance on the skills that they are expected to develop.
Ausubel (1973) stated that young children are capable of understanding abstract ideas if they are
provided with sufficient materials and concrete experiences with the phenomenon that they are to
understand. Kraft (1994) in his study of the ideal class size and its effects on effective teaching
and learning in Ghana concluded that class sizes above 40 have negative effects on pupils’
achievement. Asiedu and Akrofi (1978) indicated that since children have differences in
motivation, interests and abilities and that they also differ in health, personal and social
adjustment and creativity generally good teaching is best done in classes with smaller numbers
that allow for individual attention. Therefore academic performance is an Indication of
excellence in learning emanating from ones experience.

2.6 Knowledge gap

In spite of the various efforts taken by various stakeholders in education with the aim of
addressing the problem facing primary schools, the examination results of primary schools depict
a disturbing picture in Banisa Sub County. It has consequently created a need to conduct a
research in the area in order to explore lack of teaching and learning resources as a factor of poor
academic performance of pupils in primary schools in the sub county. So far, there is a need to
study on primary schools, because no any study has been done at Banisa Sub County concerning
poor academic performance in primary schools.
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter is on the methods and techniques that were used for conducting the research. It also
contains justification for using the methods. Both quantitative and qualitative techniques were
employed in collecting the relevant data. This part outlines the research methodology used in the
current study. The section is divided into four subsections: design, sampling technique, data
collection methods, and data analysis techniques.

3.2 STUDY AREA

Banisa Sub County which was selected as the area of the study is among the sub counties within
Mandera County. The sub county covers an area of 3942.7 square kilometers. It is located 92 km
north of Mandera town - the region’s capital. The Sub County still has very meager infrastructure
which make it inaccessible, especially in very remote sub counties. The Sub County is one of the
sub counties in Mandera County, located in the North Eastern part of Kenya and borders
Ethiopia to the North, Somalia Republic to the East. Administratively, the sub county is
subdivided into five wards namely: Banisa, Derkhale, Guba, Malkamari and Khiliwehiri. It has a
temperature range between 24C – 42C. Rainfall is very low and unreliable with annual average
of 91.7mm annually. Long rains normally occur in April and May averaging 69.1mm while short
rains in October and November averaging 122mm. Pastoralism is the main economic activity
while other economic activities include artisanal mining, agriculture along river Dawa, bee
keeping and cross-border trade with Ethiopia.

3.3 POPULATION COVERAGE

According to Kenya demographic survey, the census done in 2019, it showed that Banissa Sub
County has a total population of 152,598 with 78,301 males, 74,288 females and 9intersex
genders respectively.
3.4 STUDY DESIGN

The study employed a mixed method design utilizing the exploratory whereby the quantitative strand
was performed in the first phase followed by the qualitative phase to explain the e quantitative findings
in the second phase before triangulating findings to interpret them. Creswell (2003, 2012) justifies
design by contending that the mixed method recognizes that all methods have limitations unlike the
mixed approaches and further argues that biases inherent in any single method could neutralize or
cancel the biases of other methods. It has been argued that the two paradigms, qualitative and
quantitative, only constitute different perspectives on the most appropriate method to adopt for a
particular research question ( Orodho, 2012). Orodho, Khatete and Mugiraneza (2016) argue that the
two paradigms built into mixed methods are mutually dependent and can therefore be used in
combination. In the mixed methods model, the researcher collected and analyzed quantitative data in
the first phase and qualitative data in the second phase separately on the same phenomenon and then
the different results are triangulated by comparing and contrasting the different results during the
interpretation. The use of this model facilitated valid and well-substantiated conclusions about a single
phenomenon

3.6 STUDY POPULATION

The target population of this study included all primary schools in Kenya. These involved
teachers, pupils and parents. The study targeted respondents from seven primary schools and
twenty five respondents were involved in the study

3.7 SAMPLE SIZE DETERMINATION

The Fisher's method will determine the sample size when the target population is less than
10,000.
To determine the sample size;
N = Z2 PQ
D2
Where N = desired sample size
Z = standard normal deviation
P = proportion in the targets population
D = degree of accuracy desired.
Q=I–P
But N = Z2 PQ
D2
 Where Z = standard normal deviation at the required level of significant = 1.96
P = proportion in the target population estimated to have the characteristic
measured (used as 70% = 0.7)
Q=I–P
D = level of statically significant set at 0.07
N = designed sample
Sample size = 1.962 x 0.7(1-0.7)
0.072
= 3.8416 x 0.7 x 0.3
0.0049
= 164.4
= 164
But due to financial constraints 15% of the desired sample will be used:
15% x 164 = 24.6

The research therefore will adopt 25 respondents.

3.8 SAMPLING TECHNIQUE USED

Sampling is the process of obtaining the information about an entire population by examining
only a part of it. Also a sample, according to Cohen at al. (2000), is a small group of the
respondent’s deacon from the population in which the researcher is interested in gaining
information and drawing conclusion. Sampling is done for the purpose of measuring some
elements of the population and drawing conclusions regarding the entire population. Therefore,
sampling is a process of selecting a given number of representatives of the targeted population in
such a way that they represent all attributes of the population. Two sampling techniques were
used in this study - purposive and simple random sampling.
On the other hand, random sampling procedure for schools was applied to schools to select
pupils and teachers. Pupils were selected by count the number from 1 to 50 and all who
announced 50 were involved in the study. Pieces of papers written YES and NO were put into a
box and thereafter teachers were asked to pick one each to obtain exactly 16 teachers. Those who
chose YES were involved in the study. This technique was applied to avoid biases and made it
possible to draw valid inferences and generalization on the basis of careful observation of
variables. Purposive sampling was used purposely to School Board members and Sub county
Education Officer because they deal with educational issues.
3.11 DATA COLLECTION
Both qualitative and quantitative data were collected. During this study, questionnaires,
documentations, interviews and observation methods were used to collect information. Primary
data are original in character (Kothari 2007). Document review, such as review of books, reports,
publication are obtained from local or central Government and professional journals used to
search secondary data which have already been collected by someone and passed through the
statistical process (Ibid) in order to see what the researcher obtained and suggested for further
studies.
According to Denscombe (1998), using more than one specific method enables the researcher to
cross validate information and data collected from a variety of sources. Due to the nature of this
study, the researcher used the triangulation approach which implies multiple data gathering
sources. Combination of documentary review, interviews, questionnaires and observation have
been used. Document review refers to analyzing and deriving relevant information from primary
and secondary sources. Primary sources contain records of events or original information and
data from authentic sources. These include the teachers report in school, primary School Reports,
subject log books, and schemes of work, lesson plans and lesson notes Secondary data were
derived from second-hand information - such as dissertations, published and unpublished theses,
newspapers, pamphlets, reports, journal articles, brochures and other resources downloaded from
the internet. In addition - as Denscombe (1998) asserts, documentary review provides vast
amount of information .It is cost effective and can be checked by others.
Interviews

An interview is the method of collecting information which involves face to face interview and
presentation of oral verbal stimuli that reply in terms of oral verbal responses In the process of
data collection personal interviews were used. Through this method the researcher collected
more information concerning lack of teaching and learning resources as a factor for poor
performance of pupils in primary schools. However, during the study, the researcher observed
some shortcomings. The study was time-consuming. In some places, interviews were very long
and some key persons - who were the sources of information, were unavailable.

Questionnaires

A questionnaire is a tool of data collection which consists of a number of questions printed or not
in definite order on a form or set of forms (Kothari 2007). The questionnaires were administered
by distributing them to respondents who expressed themselves freely by giving thorough
answers. This technique enables the researcher to collect a lot of information over a short period
of time. It is also suitable for large populations and information collected is easily described in
writing. The questionnaires consisted of both open ended and closed ended questions. Due to
this, questionnaires were administered to pupils and school teachers Data collected using this
tool were related to availability of teaching and learning materials, number of teachers available
at school, etches method is useful in data collection but the researcher faced some problems like
delay in of answering question items, negative responses from respondents, and unfilled
questions items in the questionnaires. Close follow-up was needed in order to solve this hurdle.
Observation

This is another technique of which was used for gathering information. This technique relies on
researcher’s seeing, hearing, testing, touching and smelling things and recording these
observations rather than relying on peoples self-report responses to questions or statements. It
requires the researcher’s personal ability and understanding of the phenomena (Frankael and
Wallen, 2000). The method has been chosen because; it allowed the researcher to see for
himself/herself what people actually do rather than what they say they will do. Further to that the
method helped to differentiate real situation from the theories which were written in many
publications about the community. Field visit around the community secondary school is
conducted to observe and collect information about the real situation of the academic
performance

3.12 VALIDITY AND RELIABILITY

To ensure validity and reliability of the instruments, a pilot study was made at the college. To
achieve the purpose of this study, triangulation method of data collection (interview,
questionnaires and documentary review) was employed. This was done to ensure the information
collected was valid by counterchecking contradictory information. The instruments were
reviewed to examine if they were relevant for collection of the required data. Before
administering the research instruments to respondents, the researcher distributed questionnaires
and interview schedules to fellow classmates. The aim of this review was to check effectiveness
of the instruments in tapping the required information for the study. Findings from the review
disclosed the necessity for modification of some items. Each item in the questionnaire and
interview schedule was crosschecked. Anomalies were modified accordingly before administered
to intended respondents.

3.12 DATA ANALYSIS

Data analysis is a process that involves editing, classifying and tabulating the collected data
(Kothari 2004). In this study, the researcher employed both qualitative and quantitative data
analysis techniques. Data collected were edited, coded, summarized and analyzed using SPSS
software in conformity with objectives of the study. Descriptive statistics such as frequencies,
and percentage were used in the analysis of the demographic and characteristics of respondents.
Collected data from the field were recorded, tabulated, computed and described according to
objectives of the study. Quantitative data were derived from questionnaires and documentary
review salary levels were classified, tallied and computed into percentages. Tables were used to
interpret, summarize, justify and conclude the study. The Microsoft excel computer programme
was applied to compute percentages of quantifiable data so as to simplify data analysis process.
Qualitative data analysis was made using content analysis technique by examining data collected
from interviews and questionnaires. The data collected from interviews and questionnaires were
summarized. Quotations were interpreted in terms of their contents in relation to a particular
research question and objectives. In the process of coding and analysis, the content of the same
categories were considered and accordingly worked upon

3.1.3 ETHICAL CONSIDERATION

A research clearance letter was obtained from the college principal, which introduced the
researcher to Banisa Sub county area who then issued an introductory letter to sub county officer
for permission to conduct the research in the selected area. During administration of
questionnaires and interviews, the researcher assured respondents of privacy, confidentiality and
anonymity by not letting the respondents to identify their names on questionnaires and
identifying respondents by their status. For ease of clarification, respondents were free to discuss
in English or Kiswahili. The researcher finally recorded the notes using the operational language
which was English.
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