Analysis of the perceptions of students, principals and teachers on the impact of water quality on teaching and learning in secondary schools: Kenya

Abstract

ABSTRACT Circular infographic titled 'Water-related challenges: a divided landscape' comparing Nairobi (blue, improved water sources, 20% lower absenteeism, high stakeholder perception) with Kajiado (brown, unimproved sources, 45% higher absenteeism, low perception), including bar charts, icons and legend. The issue of water safety in kenyan schools is of great concern. This is due to the regional disparity in the provision of quality water to the schools. The limited reseach on how stakeholders′ perceptions of water quality specifically shape the teaching processes and learning continuity in kenyan secondary schools influenecd this study addresses this gap. Using a convergent parallel mixed-methods design, data were collected from 19 schools involving 19 principals, 76 class teachers, 152 Form Two students and two CQASOs. Questionnaires and semi-structured interviews assessed water adequacy, treatment, contamination risks and educational impacts. Key findings reveal significant perceptual differences between principals, teachers and students 37.5% of students rated water treatment as high or very high. Inadequate and poorly treated water was linked to waterborne illnesses, with 40% of students missing 2–3 days per term and 30% reporting reduced concentration. Insufficient water led to 25% of Female students missing 1–2 days monthly. Effects were more pronounced in Kajiado and Nairobi's informal settlements. Chi-square tests confirmed significant differences in perceptions between the two counties (p < 0.05). This study indicates the importance of water quality and implementing WASH in schools. Harvesting rain water, imroving treatment systems, training stakeholders and collaborating with local governments is recommended.