Abstract: The study on pupils’ school-based factors influencing pupils’ examinations performance was conducted in Maswa district involving 138 respondents. The study intended to examine school based factors that influence pupils’ performance in examinations. Primary data were collected through structured interviews and focus group discussions from pupils, teachers and parents using structured questionnaire and checklist. The collected data were edited, coded and entered into IBM-SPSS version 20 spread sheet, then cleaned and verified prior to correlational and content functional analysis. The study found that pupilsbook ratio, pupils - desk ratio, pupils - teacher ratio, pupils-pit latrine ratio, pupils’ classroom ratio, and pupils' learning environment adversely affected pupils’ examinations performance except teachers’ commitment. The study concludes critical policy issues as stated in the National Education Policy are not implemented in public primary schools. The study recommends that school boards should work on the possible means to implement the educational policy issues as stated in the National Education Policy of 2014. Employers should employ quality teachers with professional skills motivate them by giving opportunities for career development, remunerating in the sense of total compensation payments, bonuses, and the like.