Factors Influencing Completion Rates: Comparative Aspects of Dayand Boarding Secondary Schools in Kikuyu Sub County, Kenya

Abstract

The purpose of the study was to evaluate factors influencing students’ completion rates in day and boarding secondary schools in Kikuyu sub-county, Kenya. The objectives of the study were; to evaluate factors affecting students’ completion rates in day and boarding secondary schools in Kikuyu sub-county, Kenya, to assess the impact of students’ completion rates in day and boarding secondary schools in Kikuyu Sub-County, Kenya and, to examine strategies that will improve students’ completion rates in day and boarding secondary schools in Kikuyu Sub-County, Kenya. The study adopted a descriptive survey and targeted a total of 8 secondary schools in Kikuyu sub-county. The entire population size that was sampled comprised 140 students, 25 teachers and 5 principals. The study sampled 8 schools, 5 principals and deputy principals, 25 teachers and 140 students from the population. 6 schools were day while two were boarding. Additionally, half of the principals/dp, 50% of teachers and 70% of students emanated from day schools while the rest emanated from boarding schools. The main instruments of data collection comprised a questionnaire and one-on-one interviews. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Microsoft Excel and was entirely quantitative. It was synthesized and expressed using frequency counts and distribution, cross-tabulation, totals and calculation of percentages, into meaningful information from which the researcher made inferences and drew conclusions. The study made a number of significant findings including the influence of well-known school-based factors such as substance abuse, teenage pregnancies, truancy, school leadership style, bullying and harassment. It also established that a number of home-based factors such as the parental income level, substance abuse among parents and student involvement in economic activities also negatively affected completion rates. The study also intended to show differences in completion rates on the basis of gender, geographic location, parental income, and status of school, i.e. whether day or boarding. For instance, half of both boys and girls interviewed were largely undecided on which of the two genders was more likely to drop-out of high-school. The other half thought that both boys and girls stood equal chances of dropping at roughly twenty five percent. Both boarders and day-scholars felt strongly about factors that were more likely to affect them, such as bullying for boarders and substance abuse by a parent/guardian for day-scholars. By and large, there was more convergence of opinions than divergence and the results were also in tandem with the available literature. The respondents also recommended improvement in school facilities and amenities as a useful strategy of improving completion rates. They expressed concerns that failure to improve completion rates might lead to higher rates of unemployment, crime and further land subdivision of arable land. The study drew similar conclusions on completion rates in tandem with available literature on the subject. The study recommended the marshaling of resources for the improvement of general infrastructure and assistance of needy students, as well as offering guidance and counseling, improving student-teacher relations and continuous motivation to students. Regarding the significance of the study, the researcher hopes that findings will enhance the current body of knowledge on students’ completion rates and will contribute to policy and legislative development wherever possible.