The Effect of Lesson Planning on Academic Performance Among Pupils in Mixed Public Primary Schools in Kisumu County, Kenya
Main Article Content
Keywords
Lesson planning, academic performance, pupils, teachers' perceptions, Kisumu County, Kenya
Abstract
Academic performance is a key indicator of educational success, influenced by numerous student, teacher, and environmental factors. Despite acknowledged benefits of teacher preparation, variability in pupil performance persists in public primary schools in Kisumu County, Kenya. This study aimed to examine the influence of lesson planning on academic performance among pupils in mixed public primary schools in this region. Guided by Walberg's Theory of Educational Productivity, which posits that academic achievement is influenced by a combination of student, instructional, and environmental factors, the study focused on the instructional characteristic of lesson planning. Descriptive research design and quasi-experimental design was employed. Data was collected from teachers (N=175 survey) and pupils (N=56 survey; N=20 experimental, 10 per group) in Kisumu County through questionnaires and pre-test/post-test assessments. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, with significance set at p < 0.05. Baseline equivalence for the experimental groups was established via pre-test comparison. Results indicated that teachers held overwhelmingly positive perceptions of lesson planning regarding instructional effectiveness, confidence, time management, syllabus coverage, and varied strategies (Mean scores > 4.0 on a 5-point scale). Pupils also reported positive perceptions, associating teacher planning with improved understanding, organization, topic completion, and exam performance (Mean scores > 3.8). In the quasi-experimental component, the experimental and control groups showed no significant difference in pre-test scores (p=0.46). However, the experimental group (Mean=68.3, SD=5.1) scored significantly higher than the control group (Mean=54.6, SD=6.9) on the post-test (t=0.84, p=0.03). The findings demonstrate a strong positive influence of lesson planning, supported by both perceptual data from teachers and pupils, and empirical evidence of improved academic performance. It is recommended that school administration and educational leadership prioritize supporting teachers' lesson planning efforts through dedicated time, resources, and professional development to leverage its positive impact on student achievement.
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Youanita Etale Ochwada , Department of Curriculum Instruction, School of Education, University of Eldoret, P.O. Box 1125, Eldoret Kenya
Department of Curriculum Instruction, School of Education, University of Eldoret, P.O. Box 1125, Eldoret Kenya