International Journal of Business, Humanities and Technology Vol. 3 No. 8; December 2013 170 The Influence of School and Classroom Practices on Girls Participation and Achievement in Education in Public Day Primary Schools in Kyeni Division, Embu East District, Kenya Linus M. Ireri* Dr. George M. Muthaa** Dr. David N. Bururia*** Eric Mwenda Elias*** *St Catherine of Siena High School- Nthagaiya, Embu Sub-County, Kenya ** & **** Department of Education, Chuka University, Kenya *** Lecturer, Departments of Art and Humanities, Chuka University, Kenya Abstract Declaration of education for all and universal primary education is meant to ensure that every child’s right to education is protected and respected. School and practices and classroom are a key determinant to participation and achievement of girls and boys. The study aimed at investigating on the influence of school and classroom practices on girls’ participation and achievement in education. The sample comprised of Two hundred and sixty six (256) girls in class seven and eight, five head teachers and one Area Education Officer (AEO). Data was collected using two questionnaires: one questionnaire for girls and the other one for the head teachers and an interview schedule for the AEO. Results obtained indicated that corporal punishment , teachers motivation, use of English during interaction, equal distribution of materials and failure to consider girls for prefecture in school had greatest impacts on girls’ participation and achievement in education. These findings are expected to stimulate Government concern in provision of quality education to its young generation. Keywords: Influence, school and classroom practices & participation and achievement Introduction Education is an important ingredient in a country’s development progress. In this regard its development needs to be well managed so that the society can attain the desired progress in social, economic and political realms (Chiuri & Kiumi, 2005). Education can make a positive contribution to the economic and social development of a country. UNESCO (2002) contended that up to 20% of the income growth could be traced to education. Among other concerns the millennium development goals (MDGs) targets to ensure that, by 2015, children everywhere will be able to complete a full course of primary schooling (Sifuna,20003). The progress towards this goal has been hampered by a systematic failure to place quality at the heart of Education for All (EFA) Agenda. Since independence in 1963, school quality ranks high on the national agenda, with the government spending huge portion of the budget every fiscal year on education programme such as Free Primary Education, curriculum reform, teacher quality and other related concerns. The educational studies done in the developing countries have been conducted on the impact of school quality on participation and achievement. It is not adequate to determine what school factors affects participation and achievement generally, it is also important to determine which aspects of school and classroom practices that affect girls more negatively so that the government and the stakeholders may refocus their attention to the most pressing needs. Although Kenya has made tremendous effort in enrolment in primary school, girls’ participation begins to fall off by comparison with that of boys as they enter their teenage years (Republic of Kenya, 2008). Whether in the developed parts of the country like Nairobi and Central province or in less developed part like North Eastern province and Northern Kenya the school and classroom practices is critical for participation and achievement of girls (Mensch & Lloyd 1998). Kyeni division has twenty nine day primary school and majority of the pupils are girls (DEO, 2011), therefore the impact of school quality on girl’s participation and achievement is highly felt.