School Environment Based Factors Influencing Educational Inequality in Secondary Schools in Rarieda Sub-county in the Wake of the Covid-19 Pandemic

Abstract

This study sought to do an investigation on school environment-based factors that influenced educational inequality in secondary schools in the Rarieda sub-county in the wake of the COVID-19 pandemic. The study had four main goals: to find out how parental or guardian support affects educational inequality; to find out how access to remote learning affects educational inequality; and to find out how ICT infrastructure affects educational inequality in Rarieda Sub-County in the wake of the COVID- 19 pandemic. This research paper used Bourdieu’s theory of social and cultural reproduction together with the Classical Liberal theory of equal opportunities. The study applied a design of descriptive research. The targeted population comprised of 60 school heads, 1200 teachers, 2000 parents, and 6,000 learners. The tools used to collect data were focused group discussions, interviews and the use of questionnaires. Validity of the instruments was checked by the help of supervisors from the university of Nairobi. The method of test-retest was used to ensure that the instruments were reliable. In data analysis, descriptive and inferential statistics were used. From the study, it was found that many parts of the Rarieda sub-county are not properly connected to electricity. This, together with poverty issues, posed a major challenge to remote learning. This study concludes that contextualization of educational programs during times of education emergencies is necessary in the fight against educational inequality. In the recommendations, a thorough campaign and training ought to be done by the Kenya’s Ministry of Education to ensure that teachers are digitally literate and use ICT in teaching and learning. The study also recommends that remote learning interventions amidst any pandemic ought to be contextualized (education in context) for effective and efficient learning; otherwise, they can create educational inequality. Moreover, the entire system of educational institutions ought to be well endored with ICT infrastructure and resources. Interconnection is also necessary in all departments within schools for effectiveness and efficiency of work. Finally, it is necessary for the Ministry of education to employ at least one ICT specialist in all secondary schools to assist teachers, learners and administrators on matters to do with ICT