School Environment and Academic Performance of Pupils in Selected Public Primary Schools in Butula Division, Butula District, Kenya

ABSTRACT This study explored the school environment and academic performance of pupils In Selected Public Primary Schools in Butula Division, Butula district, Kenya. The central research questions were “i) what is the profile of the pupils as to; age, gender, rank in the family and level of learning? ii) What is the level of school environment of the pupils? iii) What is the level of academic performance of the pupils? iv) Is there a significant relationship between the level of school environment and academic performance of pupils in Butula division”. To answer these questions, data were collected from teachers in 10 government primary schools in Butula division. A total number of 550 questionnaires were sent out and successfully responded to. The study employed a descriptive correlation survey design and expo facto whereby both the Qualitative and quantitative paradigms were used for research design. Simple statistical methods like frequency analysis, percentages were used for data analysis. The findings of this study are imperative for educational planning and management that environment had a negative impact on the student performance and this opinion was found to be true by the teachers’ perceptions about school environment and academic performance of pupils. The study recommended; Environmental considerations should be embedded in teacher education and in school management training, so that these important elements are not relegated to the ‘background noise’ of educational discourse and Environmental improvement in schools should be locally driven, user-led and embedded in pedagogy.