Effect of Reporting and Documentation on the Utilization of Donor-Funded Learning Materials in Public Schools in Kibra Constituency, Nairobi County, Kenya

Abstract

Purpose: This study examined the effect of reporting and documentation on the utilization of donor-funded learning materials in public schools in Kibra Constituency, Nairobi County, Kenya. Specifically, it assessed whether reporting and documentation practices contribute to the effective utilization of learning materials in terms of accessibility and availability, frequency and quality of use, maintenance, and sustainability.

Material/methods: The study was anchored on the Resource-Based View Theory and employed an explanatory research design. The target population comprised stakeholders involved in the management and utilization of donor-funded learning materials in public schools in Kibra Constituency. A sample of 151 respondents was selected using stratified random and purposive sampling techniques. Primary data were collected using structured questionnaires measured on a five-point Likert scale. A total of 148 questionnaires were returned, of which 145 were retained for analysis, representing a usable response rate of 96.03%. Data were analyzed using descriptive statistics, Pearson correlation analysis, and hierarchical multiple regression, with respondents’ level of education and school size included as control variables.

Findings: The findings revealed a positive and statistically significant relationship between reporting and documentation and the utilization of donor-funded learning materials (β = .208, p = .003). The hierarchical regression results showed that the control variables explained 10.0% of the variance in utilization in Model 1. After reporting and documentation were introduced in Model 2, the explained variance increased to 31.6%, representing an improvement of 21.6 percentage points. School size was a significant positive predictor of utilization in both models, while level of education became statistically significant after reporting and documentation were included. Descriptive findings further indicated that the overall utilization of donor-funded learning materials was moderate (M = 2.9418, SD = 0.73468), suggesting scope for improvement in accessibility, regular use, maintenance, and sustainability.

Conclusion: The study concluded that reporting and documentation are significant predictors of the utilization of donor-funded learning materials in public schools. Timely reporting, accurate record-keeping, completeness of information, and systematic documentation can strengthen accountability, improve resource tracking, and support informed decisions regarding the distribution and use of learning materials. However, the moderate utilization levels indicate the need to strengthen reporting and documentation practices alongside other school-level resource management measures.

Value: The study contributes to the Resource-Based View Theory by demonstrating the importance of information management and accountability practices in enhancing the value derived from donor-funded educational resources. Practically, the findings provide evidence to guide education policymakers, school administrators, implementing organizations, and development partners in strengthening reporting systems, inventory management, monitoring, and accountability mechanisms to improve the utilization and sustainability of learning materials in public schools.