Implications of Funding Practices on Adequacy of Teaching Learning Materials and Leaners Academic Achievement in Public Secondary Schools in Kenya

Abstract

Funding has implications on the quality of education of which teaching learning resources are an integral part. The study purposed to establish any association if there be between adequacy of teaching learning resources as well as utilisation with learners’ academic achievement. The study was undertaken in 36 out of a target population of 252 public secondary schools in Bungoma County, Kenya. The study found out that funding practices had a moderate and high association with the provision of adequate teaching learning resources. It also established that utilisation of the teaching learning resources had a moderate and high association with learners’ academic achievement. The perceived funding level had direct association with learners’ academic achievement. The implication being that funding practices have to ensure adequate provision of teaching learning resources which have to be utilised in the instructional process to realise positive learners’ academic achievement.