Factors affecting transition of students from boarding and day secondary school to universities in Mutomo sub-county, Kenya

Abstract

The purpose of this study was to find out factors influencing low transition rates from day secondary schools as compared to boarding secondary schools in Mutomo Sub-county, Kenya. It was guided by the following objectives: to determine the extent to which provision of teaching/learning resources influence the transition rate to universities of students in day and boarding secondary schools in Mutomo Sub-county; To examine the extent to which school’s internal efficiency influence the transition rate to universities in day and boarding secondary schools in Mutomo Sub-county; and to determine the extent to which family socio economic status influences the transition rate to universities in day and boarding secondary schools. The study was based on systems theory propounded by Scott (1987) who adopted a system perspective in analyzing organizations. A descriptive survey research design was adopted for the study. The study target population involved all principals, teachers and students in boarding and day schools secondary schools. Whereas, there are 15 secondary schools, 128 teachers and 15 principals and 925 form four students. Due to the small number of secondary schools all their principals were involved in the study. Simple random sampling was used to select ten students from each school making a total 150 who represented 10 percent of the total 925 students’ population. A sample of 45 teachers was selected which represent 30 percent of the population. Questionnaires are the major tools of collecting data. Collected data was analyzed both qualitatively and quantitatively using descriptive statistics.