Analysis of Levels of Learners Achievement in Basic Literacy in Primary Schools: A Case of Busia Sub-County, Kenya

Fredrick Oduori Barasa, Prof John Shiundu and Prof Stanley Mutsotso
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Fredrick Oduori Barasa: Masinde Muliro University of Science and Technology, Kenya
Prof John Shiundu: Masinde Muliro University of Science and Technology, Kenya
Prof Stanley Mutsotso: Kibabii University, Kenya

International Journal of Research and Innovation in Social Science, 2022, vol. 06, issue 02, 273-278

Abstract: Basic Literacy is essential for children’s educational access, success, lifelong learning and communication in today’s technologically advancing society. According to UNESCO, it is considered absolutely as a human right, and yet the persistence of illiteracy remains one of the major concerns in Kenya. Literacy studies in Kenya suggest that while there have been substantial advances in expanded access to primary education, real results in literacy are still missing in different places in the country. The purpose of the study was to establish the levels of achievement in basic literacy in Busia Sub – County, Busia County, Kenya. The study adopted cross-sectional survey design to organize the study and obtain data. Head teachers, Curriculum Support Officers, language teachers, parents and class four learners in both public and private primary schools comprised the study population. The collection of data from schools was carried out through questions, interview schedules and achievement tests.The findings show that domestic environmental factors influencing the achievement of fundamental literacy skills include parent socioeconomic status, parent education level, parent employment and access to home education services.

Date: 2022
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