An investigation in to the factors which influence enrollment, participation, transition and completion rates in secondary Schools in West Pokot District

Abstract

This study was a survey of the enrolment, participation, transition and completion rates in secondary schools in West Pokot District.

The objectives of this study were to:

(i) Explore the level of enrolment and participation in secondary schools in West Pokot

District.

(ii) Examine the level of influence of the family factors on enrolment, participation, transition and completion rates. (iii) Examine the extent of influence of school based factors on participation, transition and completion rates. (iv) Examine the influence of peers and socio-cultural factors on enrolment, participation,

transition and completion rates.

Data were collected from secondary schools through the use of questionnaires and interview schedules. There were questionnaires for students, teachers and for headteachers and their deputies. To triangulate information, an interview schedule was used to solicit even detailed information from headteachers and their deputies. Students' questionnaires were prepared in such away as to solicit information concerning the educational background of their parents, socio-economic status of the family, school participation of children in the family and parental involvement in the education of the child I children.

The questionnaire for teachers begins with questions designed to capture information on educational attainment, training and their professional experience. The second part collects information on job satisfaction and finally teachers' report about parental commitment and support for education of the students.

The questionnaire for headteachers and their deputies, solicits demographic information of the school, educational attainment, training and professional experience of headteachers/deputies and the overall assessment of the school administration and management. The target population of the respondents in twenty three secondary schools in the district included 4,861 students, about 290 teachers and 23 headteachers.

In sampling the schools, a number of factors were considered which included, the status of the school as boys school, girls school, mixed boarding or day school, provincial or district, geographical location as being in the wet highlands or dry low lands. A school was obtained from each of the areas whose factors were considered. In a case where there are more than one school having same characteristics, random sampling was used to obtain just one school which represents the others of similar characteristics as stated above.

From the sampled schools, students were obtained from each of the classes through the use of random sampling The teachers were categorized according to the subjects they teach such as sciences, languages, humanities and applied. They were then selected through random sampling in order to get a representation from each of the areas. In overall, 11 (47.8%) secondary schools took part in the study with 175 (87.5%) students, 44 (73.3%) teachers and 16 (69.6%) headteachers I deputies.

The data collected using the instruments were then organized according to the demographic aspects such as age, gender, group (students, teachers, headteachers I deputies) and schools. The descriptive statistics were then used to compute percentages, mean, frequency distributions and to draw graphs and pie charts.

According to the findings, there were inadequate vital physical facilities, teaching and learning resources in newly started schools. There was poor parental involvement in the education of . the child/children and there was some degree of lack of motivation among the students and

teachers.

Socio-cultural factors were also found to have much negative influence on enrollment ' participation, transition and completion rates and majority of the district youths were affected.

Severe climatic conditions and poor transport communication network have contributed to poor enrollment in schools.

Among other recommendations the researcher suggested improvement of provision of teaching and learning resources in newly started schools, improvement of parental involvement in the education of their children, improvement of allowances to teachers, especially those in severe hardship areas like the northern region of the district and the cold southern part of the district. More expansion of schools and improved transport network in the north and hilly regions of the district were also recommended.

The researcher also recommended that affirmative action, in terms of selection of students to tertiary educational institutions by lowering their entry points to all the disciplines offered should be considered by the government. Affirmative action should also be extended to employment opportunities and should target specific regions with more hardships.