ABSTRACT
Introduction of FPE in January 2003 was meant to ensure access, retention and completion of primary education despite of high enrollment in classes, limited teaching/learning materials and inclusion of all learners with diverse needs. This was characterized by low learning achievements which is a threat to quality education. The study aimed at investigating the status of education quality in the context of free primary education in public primary schools in Murang’a County. The purpose of the study was to investigate the status of education quality in the context of FPE. Quality of FPE was measured by use of variables which the researcher presumed to be determinants of education quality. These variables included; - KCPE performance trend, teacher pupil ratio, mode and frequency of pupils assessment, teachers’ effectiveness and adequacy of teaching learning materials and physical facilities. The study locale had ten public primary schools. The study population was 465 in five sampled public primary schools. The study adopted a descriptive survey design whereby five schools were sampled through purposive sampling method. The respondents included head teachers, teachers and pupils. Simple random sampling method was used to sample teachers while systematic sampling methods was used to sample pupils by use of their class registers. The sample of the study included 5 head teachers, 40 teachers and 420 pupils to give a total sample of 465. The instruments for data collection included questionnaires for teachers and pupils and interview schedules for head teachers. Observation guide was used by the researcher to assess the physical facilities. The research instruments were piloted in two schools for reliability. The pilot schools were not included in the sample study. The findings were presented in frequency tables, pie charts, percentages, graphs and in narrative form. Conclusion was based on the findings. The findings revealed that there was high teacher pupil ratios, inadequate teaching learning materials and physical facilities and ineffectiveness of teachers. This resulted to an average K.C.P.E performance trend in public primary schools in Nginda zone thus necessitating the government and policy makers for intervention for quality education to be achieved.
