Family Socio-Economic Background and its Effects on the Investment in Girls Education in Public Secondary Schools in Bungoma County, Kenya
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Date
2020
Authors
Wechuli, S. Christopher
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Girls secondary school education impact them with skills and knowledge that are
essential in bringing positive socioeconomic changes such as economic development
and prosperity. The purpose of the research was to find out the effect of the family
socio-economic background on the investment in girls' education at the secondary
school education in Bungoma County. Despite the implementation of a noble initiative
of Free Day Secondary Education, the disadvantaged girls still find it hard to access
secondary school education. In some cases, learners fail to access secondary education
at all, while a large percentage of girls drop out along the way. The study objectives
were to investigate the influence of parents occupation on the investment in public
secondary school education among girls, to examine the effects of parents’ level of
education on the investment in girls' public secondary school education, to determine
the consequences of family size on the investment in girls' education at the secondary
school and to determine the consequences of household income on investment in girls'
education at the secondary school level in Bungoma County. The study used the
Classical Liberal theory of Equal Opportunity and Social Darwinism advanced by
Charles Darwin (1982). A descriptive research design was adopted in the study. The
target population for the study was 695 comprising of parents, students, teachers and
head teachers. Simple random sampling was utilized to get a total sample of 405
respondents comprising of Parents, Teachers, Head Teachers, and students drawn from
36 schools in Bungoma County. Data was obtained using interview schedules and
questionnaires, and the research piloted in two schools. My supervisor, who is an expert
from the Department of Education Management Policy and Curriculum Studies, was
consulted in determining the validity of the research instruments. To determine the
reliability of the research instruments, the researcher came up with two sets of
instrument scores using the test-retest method, which was compared using Spearman
rank-order correlation. Qualitative data was analyzed into patterns and themes, while
quantitative data was collected, coded, formatted and analyzed using Social Package for
Statistical Science (SPSS). The presentation of the findings was through pie charts,
graphs, and percentages. The study established that parents’ level of education had a
significant influence on the investment in girls' education. The study also identified a
linkage between family size and household income and investment in girls secondary
school education. The study recommends the sensitization of parents and the
community on the importance of investing in girl's education. The research also
suggests that FDSE capitation by the government should be increased to ease the
parent's burden of paying boarding and lunch fees. Finally, the study recommends that
the government, through the ministry of internal security and education should work
with the grassroots administration and Nyumba Kumi in ensuring a 100% transition for
girls to secondary school is realized.
Description
A Research Project Submitted to the Department of
Education Management, Policy and Curriculum Studies In
Partial Fulfilment of Requirement for the Award of
Master Degree in Education of Kenyatta University
Keywords
Girls Education, Public Secondary Schools, Bungoma County, Kenya