The Effects of Constituency Development Fund on School Infrastructure with Regard to Provision of a Conducive Learning Environment for Learners in Selected Secondary Schools in Nakuru County, Kenya

Abstract

The Constituency Development Fund (CDF) has been utilized by the Kenyan government to facilitate secondary school opportunities through the construction of infrastructural facilities which in the leads to the improvement of learner performance due to conducive learning environments, these infrastructural facilities includes; classrooms, laboratories, procurement of desks and chairs, and the disbursement of bursaries to financially disadvantaged students. Consequently, this study aimed to assess the effects of Constituency Development Fund on school infrastructure in selected secondary schools in Nakuru County, Kenya.In order to accomplish this objective, the study employed a cross-sectional study methodology. The decentralization theory served as theoretical framework for this research. The study sample comprised of 34 head teachers who were chosen through purposive sampling and 340 pupils selected through simple random sampling. This resulted in a total sample size of 374 participants. The study utilized quantitative and qualitative methods of data collection. This included Principals Testing Questionnaire Instrument (PTQI) for the principals that were self-administered. Data was gathered from the students using Focus Group Discussions (FGDs). The study used the Statistical Package for Social Sciences (SPSS) version 22.0 to analyze the data collected. The descriptive statistics included frequencies and percentages. It was established that CDF is utilized to support development projects with direct social and economic impacts to the schools according to majority of the respondents (68.0 %). It was stated by 82.4 % of the head teachers that through CDF, they have been able to establish the laboratory facilities leading to improvement of students’ performance in science subjects in their schools. CDF was found to have contributed positively to the equipping of the school libraries by buying new textbooks according to 76.5 % of the head teachers. Majority of the respondents (58.8 %) stated that CDF had facilitated them with necessary resource for curriculum implementation in their schools. The correlation analysis test at 5 % level of significance revealed that the effects of Constituency Development Fund on school infrastructure yielded a correlation coefficient r (34) = 0.568, p-value = 0.000, on enrollment of students, it yielded a correlation coefficient r (34) = 0.551, p-value = 0.000 as well as on curriculum implementation yielded a correlation coefficient r (34) = 0.590, p-value=0.000. The study recommended that all stakeholders in the education sector which include parents, leaders and school management to be brought on board when formulating policies governing education funding from CDF. This will ensure that priorities are well placed on the allocation, disbursement and utilization of CDF for the optimal goal in promoting education in Kenya.