Hundred percent transition policy and learners’ academic achievement in public secondary schools in Meru county, Kenya

The main aim of introduction of hundred per cent transition policy by the ministry of education Kenya was to guide efficient transition of all pupils from primary to secondary schools without repetition. However, the transition of hundred per cent transition policy seems to adversely affect the quality of secondary schools in Kenya. The purpose of the study was to determine the relationship between the hundred per cent transition policy and learners academic achievements in public secondary schools in Meru county Kenya. The objectives of the study were to examine the relationship between school over enrolment, inadequate teaching/learning resources and learners’ academic achievement in public secondary schools in Meru County. The study utilized correlational research design. The researcher utilized Krejcie and Morgan table of sample determination to determine a sample size of 291 respondents from 1200 target population. The 273 secondary school teachers and 18 principals were selected using simple random technique and purposive sampling technique respectively. The study population was 1200 individuals. Questionnaire was used to collect data from 291 respondents. The reliability coefficient of 0.72 was obtained from questionnaires. Data was analysed using statistical package of social sciences version 26. The researcher adopted linear regression statistics at 5 per cent significant level. The findings of the study were that hundred per cent transition policy is significantly related to learners’ academic achievement in public secondary schools. The researcher concluded that there was significant relationship among over enrolment, inadequate teaching/ learning resources and learners’ academic achievement in Meru County. Therefore the researcher recommended that the government should establish more day secondary schools to minimize cases of over enrolment in secondary schools. The researcher further recommended that teachers and school administrators should involve parents in improvisation of teaching/learning resources to minimize congestion on use of few and limited learning resources in schools.