Factors Affecting The Completion Rate of Boys in Public Day Secondary Schools in Mbeere South Sub County, Embu County

Abstract

The government of Kenya introduced Free Day Secondary Education (FDSE) with a view to increase secondary school education access and raise completion rate of students who were initially deemed unable due to high cost of secondary education. Despite this, a number of students fail to complete education. The purpose of this study was to determine the completion rates of boys in public day secondary schools against the backdrop of the FDSE in Mbeere South Sub-county. The study aimed at establishing home, school and social factors that affect completion rate of boys in public day secondary schools in Mbeere South Sub County. The target population was 2590 students in day secondary schools, 25 principals and 220 teachers. A sample of 338 respondents, comprising of 10 principals, 120 teachers and 208 students in form two, three and four were used in the study. The respondents were randomly and purposively selected. Students were randomly selected. The principals, guidance and counseling and deputy principals were purposively selected. The other teachers, were randomly selected. Correlation research design was used to show the relationship between the selected factors that influence boys‟ completion rate. The study employed two theories: The Classical Liberal Theory of Equal Opportunity and Herzberg‟s Two Factor Theory. Questionnaires were used to collect data from the students and teachers while interview was used for the principals in the sampled schools. Pilot study was conducted in Embu West sub-county, which has similar environmental characteristics as Mbeere South Sub-county to test the reliability of the research instruments before the actual data collection. Twenty-eight students and twenty-three teachers were involved the pilot study. The reliability coefficient obtained was 0. 753. which is an acceptable reliability coefficient. Validity of the research instruments was improved by expert judgment of supervisors from Chuka University. Descriptive statistics used was frequencies, mean, percentages and standard deviation. The Statistical Package for Social Sciences (SPSS) version 23.0 computer software program was used to analyze the data. Completion rate was rated as good though some students had failed to complete secondary education. On average both students and teachers observed that home related factors did not affect the completion rate but it was affected by school related factors as attested to by the majority of the teachers and students respectively. On social factors majority, and of teachers and students said that completion was also affected by social factors. These are; family economic status type, gender and education level of household and size of the family. School related are principals‟ administration style, curriculum, provision of learning facilities, teacher student interaction and bullying. Social factors such as drug and substances abuse and negative peer influence. The study is significant since it can help school administrator, teachers, parents and policy makers on what should be done to improve the completion rate. The study recommended that the government should waive all the levies charged students in public day schools in arid areas like Mbeere South, enforce Education and Children Acts that regulate education provision in Kenya. The financial aid given to needy students should be decentralized as it does not sometimes benefit since it is riddled with politics and to some extent corruption. Teachers in public schools should be equipped with pedagogical skills to cater for learners needs in classroom.