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Stakeholder Engagement in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

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  • Stela Silas Karimi
  • Angeline Sabina Mulwa
  • Dorothy Ndunge Kyalo

Abstract

Kenya’s education has faced by many challenges especially in literacy and numeracy skills since the introduction of free primary education. This was contributed by swelling of enrollment in classrooms hence low performance of literacy and numeracy skills. The purpose of this article is to establish the extent to which stakeholder engagement influence performance of literacy and numeracy educational programme in public primary schools in Nairobi County, Kenya. Despite various efforts by key educational stakeholders to improve learner’s performance, minimal achievement have been experienced on learner’s skills. This study adapted descriptive research survey design and correlational research design. Data collected from the respondents by use of questionnaires and interview schedules from a target population of 2053 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Arithmetic mean and standard deviation generated from the descriptive data and Pearson moment correlation coefficient (r) were computed. The coefficient of determination R2 is 0.480 this is an indicator that R2 was the coefficient of determination of this model and it depicted that stakeholder engagement explained 48%. The remaining 52% was explained by other factors. The overall F statistics 257.949 with p- 0.000b<0.05 implying a statistical significant relationship between stakeholder engagement and performance of literacy and numeracy educational programme. Interpretations were done and recommendations were policy makers should embrace the methodology of engaging all the stakeholders in programme. This was an indication of strong positive relationship between Stakeholder engagement and performance of literacy and numeracy educational programme. The results showed that stakeholder engagement for monitoring and evaluation strongly influenced the performance of literacy and numeracy educational programme as shown by a correlation coefficient, which was statically significant. Learners should explore more things on their own in order to make predictive answers. Recommendations for further research on participatory monitoring and evaluation practices, which was lacking and specifically involvement of all the stakeholders in the intervention programme in basic education.

Suggested Citation

  • Stela Silas Karimi & Angeline Sabina Mulwa & Dorothy Ndunge Kyalo, 2020. "Stakeholder Engagement in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 10(2), pages 1-10, November.
    • Handle: RePEc:ibn:jedpjl:v:10:y:2020:i:2:p:10
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    References listed on IDEAS

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    1. Michelle Greenwood, 2007. "Stakeholder Engagement: Beyond the Myth of Corporate Responsibility," Journal of Business Ethics, Springer, vol. 74(4), pages 315-327, September.
    2. Jerik Hanushek & Dennis Kimko, 2006. "Schooling, Labor-force Quality, and the Growth of Nations," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 154-193.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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