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St. Paul’s University (2020)

Influence of household factors on dropout rates in public secondary schools in Oloitoktok Sub-County, Kajiado County, Kenya

Lekasi, Stephen Oseur

Titre : Influence of household factors on dropout rates in public secondary schools in Oloitoktok Sub-County, Kajiado County, Kenya

Auteur : Lekasi, Stephen Oseur

Université de soutenance : St. Paul’s University

Grade : Masters of Development Studies 2020

As much as educational opportunities have been diversified to enable many school-going children to attend schools, dropout rates remain a challenge especially in rural areas. This hinders development of the society because children are unable to acquire the skills that will empower them to participate meaningfully in the achievement of societal goals. According to the Ministry of Education, 4.5%-6% of all pupils enrolled in Kenyan Public schools end up dropping out. This is despite the spirited efforts by the government to open up educational opportunities in a bid to meet the SDGs on eliminating illiteracy. These rates of dropouts are attributable to several reasons among them being social and cultural factors. Therefore, this study sought to achieve the following objectives : To establish the influence of parental income on dropout rates in secondary school students in Oloitoktok Sub County ; to determine the influence of parental education on school dropout rates in Oloitoktok Sub County ; to assess the influence of family marital status on school dropout rates in Oloitoktok Sub County, and to analyze how family size leads to school dropout rates in Oloitoktok Sub County. The research used a Descriptive Survey Design which encompassed both qualitative and quantitative paradigms. The target population was parents and children who dropped out from public secondary schools in Oloitoktok sub-county. Specifically, 322 respondents were targeted for this study based on Krejcie and Morgan’s (1970) formulae. Both stratified and purposive sampling were employed for this study ; in the former, 9 wards that constituted the Sub County were sampled ; out of these, parents and students were targeted. Data was collected using a questionnaire with open-and-close ended questions. Focus Group Discussions (FGDs) were conducted specifically to gain additional insights on factors influencing students to drop out that could have been missed during the questionnaire surveys. Qualitative data was analyzed using content analysis which was used to identify themes that were discussed using prose, excerpts and quotations. Quantitative data was summarized using descriptive statistics (for instance, frequency of students dropping out due to different factors : individual, familial, school factors). It was established that household factors namely income, family marital status and family size do affect school dropouts in the sub county. However, parental education levels were found not to have an effect on school dropout rates. The study recommends that to be able to solve the problem of children dropping out of school, household factors need to be addressed by both government and social workers and educators. The study was motivated by the Push-out Grounded theory which states that family reasons motivate children to drop out of school, and the Social policies analysis framework. The study recommends that the County Education office, alongside other stakeholders should ensure that those students who drop out of schools are returned back. At the same time, bursaries ought to be given to the deserving cases so as to discourage them from dropping out based on financial capability. It is expected that the study will be of benefit to Community Development scholars, educators and policy makers.


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