KAMPALA INTERNATIONAL UNIVERSITY

TITLE:

THE EFFECTS OF LATE ENTRY TO SCHOOL ON THE

ACADEMIC PERFORMANCE OF LEARNER: CASE STUDY OF

SELECTED PRIMARY SCHOOLS IN SACHO ZONE, BARINGO

DISTRICT, KENYA

BY

CHEMUTT KIPTANUI JAMES

BED/21574/81/DF

SUPERVISED BY:
REV. ERICH KASIRYE

A RESEARCH REPORT SUBMITTED TO THE INSTITUTE OF OPEN AND

DISTANCE LEARNING INPARTIALFULFILMENTOFTHEAWARDOF
DEGREE OF EDUCATION OF
KAMPALA INTERNATIONAL UNIVERSITY.

MAY2010
DECLARATION

I, CHEMUTT KIPTANUI JAMES, BED/21574/81/DF

do declare that the information given in this research report is made by myself and has never
been presented by any other person, for the award of Bachelor of Education.

Signature: ............ . '-'If!.......... ......... ...... ...... ...... ... ............... ..... .... ..
Date: ............... /
-
.7!1 .. /.r:f.f'.:! ?-:..,.. ~ .<?/9. .....·.......... ............................. .
APPROVAL

Thisistocertifythat CHEMUTT KIPTANUI JAMES, BED/21574/81/DF

has successfully completed her I his research report and now is ready for submission with my
approval.

Signed: ................... ..
REV. ERJCH KASIRYE
KIU SUPERVISOR

l l Lo.
DATE.......................................................... .... .. ................ .
DEDICATION

To my beloved wife, Lornah Jerotich Kimutai; who have been such a wonderful inspiration
while I studied far from home.
ACKNOWLEDGEMENT

I would like to thank the good Lord for giving me strength and courage to compile this research
report. Without God, this research would not have seen the light of the day!

Special thanks go to my supervisor, Rev. Erich Kasirye who was a good mentor and advisor
during the compilation of this work. My appreciation also go out to the Administration of
Kampala International University for their support during this exercise.

Lastly and most importantly, to my family members and friends who have been close to me and
supportive in this noble work all for their enormous support while I studied far from home.

May the Good Lord reward them abundantly.

 TABLE OF CONTENT
DECLARATION ..................................................................................................................... i
APPROVAL .......................................................................................................................... ii
DEDICATION ...................................................................................................................... iii
ACKNOWLEGMENTS ......................................................................................................... iv
TABLE OF CONTENT······································································································· V
ABSTRACT ...................................................................................................................... vi
CHAPTER ONE ............................................................................................................... I
1.0 Background of the study .................................................................................. I
I.I Statement of the problem ................................................................................. I
1.2 Purpose of the study .......................................................................................... 2
1.3 Specific Objectives ............................................................................................ 2
1.4 Research questions ............................................................................................ 2
1.5 Significance of the study ................................................................................... 2
1.6 Scope of the study .............................................................................................. 3
CHAPTER TWO .............................................................................................................. 4
LITERATURE REVIEW ................................................................................................ 4
2.0 Introduction ....................................................................................................... 4
CHAPTER THREE ............................................................................................................ 9
METHODOLOGY ............................................................................................................. 9
3 .0 Introduction ............................................................................................................... 9
3. I Research design ........................................................................................................ 9
3.2 Area of study ............................................................................................................. 9
3 .3 Study population ....................................................................................................... 9
3.4 Sampling design ........................................................................................................ 9
3.5 Data collection instruments ....................................................................................... 9
Questionnaire ........................................................................... ,.................................... I 0
Interviews ..................................................................................................................... I 0
3.6 Data analysis and presentation ................................................................................ 10
CHAPTER FOUR ............................................................................................................... 11
PRESENTATION AND ANALYSIS OF DATA ..................................................................... 11
4.0 Introduction .......................................................................................................... 11
CHAPTER FIVE ............................................................................................................ 16
DISCUSSION, RECOMMENDATIONS AND CONCLUSION ............................................. 16
5.0 Introduction ................................................................................. ,........................ 16
5.1 Discussion ............................................................................................................. 16
5.2 Conclusion ............................................................................................................ 17
5.3 Recommendation ................................................................................................... 17
5.4 areas for further studies ....................................................................................... 18
REFERENCES ................................................................................................................ 19
APPENDIX 1 ................................................................................................................... 20
TIME FRAME ................................................................................................................ 20
APPENDIX 2 .................................................................... ,. ............. ,............................... 21
BUDGET .......................................................................................................................... 21
APPENDIX Ill QUESTIONNAIRE ....................................................................................... 22

V
 ABSTRACT

The purpose of the study was to examine the impact of late entry and learner academic

performance of learners. The objectives were to establish the relationship between school

late entry and academic pe1formance of learners. The study also examined the challenges

faced by teachers in handling learners who attend school at later age.

The study used across -sectional survey design to analyze both quantitative and

qualitative. The researcher collected data from 3 schools with a population of 200

respondents.

The researcher used a questionnaire instrument, observation and interview guide to

collect data.

The findings indicated that majority of the learners are faced with the problem of late

school entry which has greatly affected their academic performance. The findings also

indicated that learners who enter school late are faced with low self esteem, low

commitment, poor attitude and poor academic.

The study recommended the government of Kenya to encourage learners to join school

early through providing free education. The parents school should take their children to

schools as early as 6 years to avoid late entry to school.

VI
 CHAPTER ONE

1.0 Background of the study

Education has an important role to play in transformation and development of a society as

well as nation. It signifies changes in behavior of individual, change that is directed

towards achieving goals. Any country which intends to advance technologically has to

embrace and prioritize the education of its citizens for this is the way to train individuals

in self sufficiency. Schools in this regard are institutions where the formation of attitudes,

values and behavior of learners are shaped. Through education the values and culture of a

society is passed to the younger generations. For any culture to survive, it must be

transmitted to the new generations. With the problems in communities, many learners

have had late entry to schools most in sacho zone in Kenya

Sacho is found in Baringo district in Kenya where most primary schools experience a

problem of late entry which has greatly affected the performance of learners. Late entry

of learners is caused due to social and economic situation prevailing in the community

may not allow the parents to give enough attention and care that is needed in the

education of learners hence affecting learner's academic performance

1.1 Statement of the problem

One of the major problems facing education in Sacho zone is the continuous poor

performance of learners as a result of late entry to school. This has resulted into low

commitment, low motivation, poor attitude, absenteeism and high school drop out hence

affecting the learner's academic performance.

I
1.2 Purpose of the study

To examine the impact of school entry age and academic performance of learners in

selected schools of Sacho Zone.

1.3 Specific Objectives

1. To examine the impact of late entry and learners academic performance

2. To identify challenges faced by teachers in handling learners who attend

school at later age.

3. To establish the relationship between school entry age and academic

performance.

1.4 Research questions

1. What is relationship between school entry academic age and academic

performance?

2. What are challenges faced by teacher in handling learners who attend school

at later age?

3. What is the impact of late entry and learner's academic performance?

1.5 Significance of the study

This study will benefit the ministry of education to understand the challenges experiences

by the teachers within Sacho Zone in trying to better the academic performance of the

learners.

The study will enable the selected primary in Sacho to help learners who join schools late

2
 The study will benefit the district supervisor and provincial administrations like the

District Officer, Chief and Assistant Chief in providing and placing effective

management systems and strategies which are essential for the providing and placing

effective management systems and strategies which are essential for the provision of

quality education.

The study will be used by different scholars in libraries.

The study will add on already existing literature on late entry and academic performance.

1.6 Scope of the study.

1.6.1 Content scope

The study examined the impact of late school entry age and academic performance in

sampled schools in Sacho zone, Baringo District, Kenya. School entry age as the

independent variable and academic performance as the dependent variable.

1.6.2 Geographic scope

The study covered selected primary schools in Sacho zone, Baringo District in Kenya.

3
 CHAPTER TWO

LITERATORE REVIEW

2.0 Introduction

According to Moely and Oback (I 995) the effectiveness of a teaching learning process

determined by the degree of academic performance of the learners. Good performance

implies success of the institution in trying to mould the learners. The ability for learners

to remember all that has been taught relies entirely on their memory and study strategies

some of the characteristics of a child which determines the effectiveness of the memory

are the age, attitudes, motivations and health.

Age implies the maturation of the learners to perform certain activities. In other words

children at certain level of development are ready for certain levels of development are

ready for certain activities where their requisite abilities have fully appeared.

School must serve as an instrument of change (Hilda Taba 1962) No society or nation can

long remain ignorant and free. Society is always changing as it is people's aspirations and

needs increases. Thus a school must as far as possible serve as a tool for directing various

forces for change to the desired goals. In this context the school must not be viewed

merely as a residual institution designed to maintain the status quo in society. The school

education must make the individual child a creative person so that he or she in tum help

the renewal of this society in the light of new social and economic demands.

4
 Contrary to this view useful to their society because of poor performance in school. Most

children enter Kindergarten when they are 5 years old and move to class one when they

six. This time period is marked by great developmental change ( Sarneroff and Haith

1996) and children differ in what they can and cannot do socially physically and

cognitive. Therefore, parents and educators are concerned on age when children should

begin schooling.

For the most part, children must be five years old to enroll in Kindergaiien (Education

commission of the state 1999). Based on school regulation and the child's development,

parents and school make decisions about when children should begin school. In addition

of timing children's first entry age to school, parents ai1d educators make promotion

decisions at the end to the school yeai·. Some children go the next class while others

repeat. Delayed entry to school may be a choice to the parents or due to child's

developmental abilities.

In most developed countries, both repeat (retention) and delayed entry practices are

largely grounded in the belief that more time will allow children to arrive better prepared

for school academically and socially ( Ilg and Ames 1965: Kkundert, May and Brent

1995)

For instance if the children do not achieve the knowledge, skills and social maturity

deemed necessary for class one, then they are retained with the hope that they will gain

the necessai·y skills and avoid future without the negative social consequences (

Dennebaum and Kullberg 1994, sherpard 1989)

5
 Some parents choose to delay children's entry to pre- school so they will perhaps have an

advantage over their younger classmates. (Meisels 1999 Shepard and Smith] 988)

The effectiveness of these practices of retention in particular, however has been called

into question ( Denna baum and Kulberg 1994, Kundert, May and Brent 1995, Reynolds,

1992). Some of the repeaters and late entries to school have performed worse in their

academic work than their colleagues who came earlier. Most learners with delayed

entries perform worse in reading mathematics in the middle grades. (Deynolds 1992).

Delayed entry to school may have short term benefits because children appear to make

larger cognitive gains in their first year in school compared to preceding years.

In the child centred Kindergaten ( Roop Margine and Johnson 2000) education involves

the whole child and includes. Concerns of physical cognitive and social development.

Student social background contributes immensely to indiscipline in school. Pupils have

tendency to bring bad behavior from their home environment some of which are rooted in

the society in which they live in. some of the social perils associated in indiscipline

students include student include: Negative attitude to work, drinking, drug-taking and

illicit sex. A teacher has the responsibility of guiding and teaching such learners on good

moral values that conform to the norms of society.

These behaviors also pull down the effectives learning process and yields poor academic

performance. Late entries to school may display the undesirable behavior which they

6
 acquired during the time they were at home. They may have advanced in age that they get

used to the home environment.

Heron A. (1970) explain that language ability is very crucial in predicting educational

performance. This implies that whereas teaching learning process in concerned, great

emphasis should be put on language especially English. A learner who attends to school

earlier masters English faster than late entries to school. It follows that a student who is

good in English language is able to read and comprehend language task thus performing

well in examination and consequently attaining academic success since English is in most

cases the media of instruction. Gellman and Brenneman (1994) explain that culture

education exert a strong influence on the child development. The age at which children

acquire conservation skills is related to the extent to which their culture provides relevant

practice. Culture may be described as the social and behavior manifestation of society or

routines, beliefs practice slogans and artifacts of people, school culture has the potential

of enhancing the learner performance leading to individual's satisfaction and variety of

expectation.

Schools culture can have significant impact on the long term performance of the school

community. School culture is geared towards a health development of the learner. The

learner teacher relationship should intend to mould the learner to a responsibility citizen.

The school and community as a team can help support the teaching and learning process (

James corner 1988 and comer and other 1966) school community plays a crucial role in

7
improving the academic teaching and learning facilities like the classroom libraries text

book playing grounds.

The school and community have to work together more closely to ensure that these basic

requirements are provided to the learners so as to boost their performance. The same

community has the responsibility of imparting good morals in the learner to ensure that

they grow to become good people in future and help in the development of their

community as a gratitude for what they receive. Any community which neglects its

school will get the disadvantage of stagnant development and will eventually resort to

improving service providers form other places in places where teachers are few parent

take the burden of employing more teachers to supplement those provided by the

government.

8
 CHAPTER THREE

METHODOLOGY

3.0 Introduction.
This chapter puts forward the methods and techniques that were employed to collect and
analyze data. It included research design, area of study, study population, sampling
design, data collection instruments, processing and analysis and limitation of data.

3.1 Research design

The researcher used both qualitative and quantitative methods of data collection analysis.

3.2 Area of study

The study was carried out in Baringo district local government headquarters. Because it
was more accessible to the researcher. Most respondents were got from employees in
different departments of the district headquarters.

3.3 Study population.

The study population was 4 primary school with 150 students in Sacho zone. Baringo
district Kenya.

3.4 Sampling design.

The researcher used purposive sampling technique to collect data from various
departments. This was because the technique enabled the researcher to get information
that let him to be more successful in his findings.

3.5 Data collection instruments

The data collection instruments were self administered questionnaires, interviews and
documentary review.

9
Questionnaire
A number of both open and closed questions were given to the cross section of
respondents in order to facilitate information gathering, meaning that the format of both
closed and open questions were utilized check lists and enabled the researcher to consider
all possible responses. The questionnaires were self administered to target respondents.

The questionnaires were performed because they could be stored for further references,
they would give straight forward answers, and they were sometimes used in instances
when the group was big and geographically scattered and thus easy evaluation.

Interviews
Both structured and unstructured interviews were used to collect data from employees
because the researcher had face to face interaction with the respondents and this also
helped the researcher to explain to the respondents why the study was carried out.

Documentary review
The method of documentary review involved reading documents related to labour
relations and employee performance in local governments. They also provided valuable
information on the relevance of labor relations in organizations.

3.6 Data analysis and presentation

After data was collected from the field it was analyzed both qualitatively and statistically
in order to describe the results properly in a neat way. Data was analyzed using a micro
soft excel program and presented in table, Pie chart and graphs in order to facilitate
interpretation.

10
 CHAPTER FOUR.

PRESENTATION AND ANALYSIS OF DATA

4.0 Introduction
This chapter was about the presentation and analysis of data related to the
effects of late entry to school on academic performance of learners.

A total of 30 respondents was selected which included both male and female
from different departments of the district.

Table 1: Age of Respondents

Age Group Frequency (fo) Percentage (%)
Above 20 6 20
20-15 15 50
15-10 5 17
Below 10 4 13
Total 30 100

The data shows that the majority of the respondents studied were aged 31-40
and the minority were aged 31-40 (17%), 41-50(17%) and above 51 (17%).

Table 2: Sex of Respondents

Sex Frequency (fo) Percentage (%)
Male 15 50
Female 15 50
Total 30 100

11
 Graph 1.4. 2 Sex of Respondents

60 '"·~---~

50

Q)
40 -

-"'
C)

□ Male
C:
Q)
30
Ii!! Female
"
~
Q)
a. 20

10

Sex

Source: Primary Data from the Field.

The analysis from the research shows that the number of males 15 (50%) was
equivalent to the number of females 15 (50%) meaning that the district is
gender sensitive by giving equal opportunities to both males and females.

Table 4: Class of learners

Class education Frequency (fo) Percentage (%)
Lower 20 80
Upper class 10 20
Source; primary data from the field.

The results in the table 4 revealed that the majority of the learners are in
lower class with 80% and upper class with 20%. This implies that majority of the
learners tend to drop out as they go to upper class mainly due to age factor.

12
Table 5 length in the school .

Frequency (fo) Percentage (%)

1-2 4 15
3-5 6 18
6-7 5 17
8-10 15 50
11 and above 0 0
Total 30 100%

Source; primary data from the field.

The findings indicate that majority of the learners have stayed between 8-10
years in school with 50% and other 3-5 with 18%. This implies that learners who
join late are more like to spend a lot of time in school as compere to those who
join early.

13
Table6. Relationship between later entry to school and academic
performance of learners.
Relationship between later Good Fair Poor Total
entry and academic
performance of learners.
15 10 5 30
Frequency (fo )
Percentage (%) 50 33 17 100
Source: Field Survey.
The findings indicated that there is a positive relationship between later entry
to school and academic performance. Majority of the respondents agreed that
when learners join school late it can affected their academic performance.

Relationship between school late entry and academic performance of

learners

60 7------~---,.,-,----""--"~-,-c--,

50
[!!)Very good
~40-t--c---'-',ccc
co
.._. Iii Good
c:
Q)
30
0 □ Fair
:» 20 -1--------:
a.. □ Poor
10----
0 -'------"
Response

Source: Field Survey

14
Table 7: The impact of later entry on academic performance of learner's
performance

Frequency Total

Indiscipline 5 17
School drop out 15 50
Poor attitude 6 20
Low self esteem 4 13
Total 30 100%
Source: Field Survey.
The result imply that majority of the learners that enter school late have been
dropping out with 50% and they have been affected due to poor attitude and
low self esteem.

Table 8: Challenges faced by teacher in handling late school entry learners

Frequency Total

Indiscipline 15 50
School drop out 5 17
Negative attitude 6 20
Low commitment 4 13
Total 30 100%
Source: Field Survey.
The result imply that majority of the teachers are faced with challe11ge of i11discipli11e
learners with 5 0% and poor attitude with 20%. This implies that the late entry school
learners are most likely to drop out of schools

15
 CHAPTER FIVE

DISCUSSION , RECOMMENDATIONS AND CONCLUSION.

5.0 Introduction
This chapter presents conclusions got from previous findings, purpose and
objectives of the study. This chapter also involves recommendations.

5.1 Discussion.
The impact school late entry on academic performance of learners
Findings indicate that school late entry has a major impact on academic
performance of the learners (Table 7). This implies that when learners join
school late this can greatly affect their academic performance. The impacts
include: high school drop, indiscipline, low commitment and low self esteem.
Dennebaum 1994) argues that learners who join school are always absent from
school, high drop and poor attitude . Kullberg also concur with the finding that
late entry has a major impact on academic performance of the learners.

Relationship between school late entry and academic performance learners

The study found out that there is a strong relationship between school late
entry and academic performance (Table 6) this implies when the late entry of
learners in school has a positive correlation with their performance at school.
Hilda (1962) concur with the findings that when learners join late they are
disturbed which affects they attitude , morally and commitment to study hence
poor academic performance .According to Moely (1995) the effectiveness of a
teaching learning process is determined by the degree of academic
performance of the learners . Good performance implies success of the
institution in trying to mould the learners.

16
 Challenges of faced by teachers in handling learners who attend school at
later age
The findings revealed that majority of the teachers face a challenge of indiscipline (table
8) this implies that when learners join school late, they develop high level of indiscipline,
high school drop out, low commitment and low self esteem of learners.

5.2 Conclusion
The data collected by the researcher revealed late entry to school has a major
impact of academic performance of learners. These finding also revealed that
when school admit learners of mature age . The late entry affects the
commitment, increases their absenteeism and lowers their self esteem.

There was a positive correlation between school late entry and academic
performance of learners. The learners who join at late age their performance is
always low as evidenced in Their absenteeism, late coming and poor perception
and attitude of learners.

Lastly, from the analysis made from the findings, it was clearly identified that

teachers who handle learners who join school experience indiscipline learners

with low commitment, poor perception and poor performance.

5.3 Recommendation

The researcher has recommended the following

The govermnent should support free education as a way of helping learners from poor

families go to schools at early age.

Non governmental organizations should also be involved to come up and support learners

by paying school free and also provide schools material like school uniform books and

pens.

17
The parents should also be sensitized by the ministry education official on the impacts of

late entry to school on the performance oflearners.

The government should support children with basic needs to curb school drop outs . the

government should also come up with polices which makes education compulsory to

learners.

The schools should engage in income activities like faming, bee keeping to assist learners

from poor families cater for their basic needs.

5.4 areas for further studies

The study will widen its scope to cover more on the impact on the attitude of learners and

academic performance.

18
 REFERENCES

Dennabaun, (1994) the relationship to Achievement, Psychology in the schools: PP5-12

Gelman R. and Brenneman K. (1994) Domain specific and Cultural Variations are not

inconsistent.

Heron A, (1970) The relative importance of Vocabulary and Comprehension in the first

year University achievement by Zambia Students

Hilda (1962), Curriculum Development: Theory and practice New York, Harcourt and

World inclusive.

Ames L.B. (1995) School Reading Behavior Tests used at Gesell Institute, New York:

Harper and Row.

Johnson, D.W (2000) Teaching out Interpersonal effective and Self Actualization

Kundert, D.K. May D.C. and Brent D. (1995) Strategy Construction, Meta cognition and

Motivation in the Elementary Classroom.

Reynolds A. (1992). Grade Retention and School Adjustment: An Explanatory Analysis

Education Evaluation and Policy Analysis, 14,101-121

Shepard, L.A ( 1986) A review ofresearch on Kindergarten retention in L.

A Shepard and M.L. Smith E.D Flunking. Grading: Research and politics Retention.

19
 APPENDIX I

TIME FRAME

ACTIVITY TIME PERIOD

Typing, printing proposal April, 2009 1 month

Administering May 2009 1 month

questionnaires

Data collection and analysis June 2009 1 month

Typing and build up final July 2009 1 month

report

Total 4months

20
 APPENDIX2

BUDGET

ITEM QUALITY AMOUNT

KSHS

Equipments and Stationery 1 Ream each 300 3000/=

-fullscaps 2 each 55 ll00/=

-files 3 each 12 3600/=

- pens

Typing services 2000/=

Printing services 2000/=

Telephone services 1000/=

Data analysis 3000/=

Transport 4000/=

Total 19700/=

21
 APPENDIX Ill
QUESTIONNAIRE

Dear respondent,
I am called Harun Chepsergon K a student of Kampala International University
conducting a research on the impact of late entry to school and academic
performance of learners. The purpose of this study is to fulfill the requirement
for the award of a Degree education your participation will be highly
appreciated.
NOTE: Your responses will be treated with the highest degree of
confidentiality.
Thanks
SECTION A
Instruction: Tick where necessary
1. Age categories
(i) Above 20 years D
(ii) 20-15
□
□
(iii) 15-10

□
(iv) Above 1O

2. Gender status

□ □
(i) Male (ii) Female

22
3. Duration in the school

□
(i) 1-2 years

(ii) 3-5 years

□
(iii) 6-7 years
□
(iv) 8-10 years
□
(v) 11 and above
□

4 Class of learners
Upper class D
Lower class D
SECTION B

5. What is the relationship between school dropout and academic performance

of learners?

□
(i) Good

□
(ii) Fair

(iii) poor
□

23
6. What is the impact of late entry on academic performance of learners?

□
(i) indiscipline

(ii) School dropout

□
(iii) Poor attitude
□
(iv) Low self-esteem
□

Challenges faced by teachers in handling late school entry learners

□
(v) Indiscipline

(vi) Negative attitude

□
(vii) School dropout
□
(viii) Low commitment
□

24