Assessment of Factors Determining Completion of Girls Education in Upper Primary Schools in Suba –West Division of Migori County, Kenya
Ogwan'g, Carren Adhiambo
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Education has been declared as a basic human right to be accessed by every child equally without any discrimination, and many states have ratified this, hence making universal primary education mandatory to every child. However, the completion of education by girls in schools has not been successfully realized, and many dropout cases have been reported in large numbers. The purpose of this study was to determine the factors influencing completion of girls in public u'pper primary schools in Suba-West Sub County of Migori County, Kenya. Specific objectives were to determine the influence of culture, to establish the influence of the average distance travelled to and from school, to determine the effect of the attitude of girls towards schooling, and to establish the effect of parental care on completion of the girls' education in the upper public primary schools. The study adopted descriptive research design on an accessible population of 1,960 girls, alongside 36 school Headmasters and 36 deputy headmasters, and 440 dropout girls, making a total accessible population of2,472. The study used 10% (247) of the target population as the sample size who were stratified as 43 dropout girls, 34 H/Teachers, 34 D/teachers, and 136 girls. Snowball sampling was used to select dropout girls, while purposive sampling and simple random were used to select H/Teachers, D/Teachers and pupils respectively. Questionnaire and document analysis were used to collect data. Validity and reliability were ensured through consulting experts from Kenyatta University and test retest respectively. Descriptive statistics involving use of frequencies and percentages was employed to analyse data. The study found out that attitude of girls do not influence completion of girls in public upper primary, while cultural practices, distance to and from school and parental care were found to have influence on completion in the area. It was concluded that despite the attitude of girls being positive towards education, cultural practices related to pregnancy and early marriage hinders completion of girls in public upper primary education in the area. It was recommended that policies of controlling birth rate is necessary to families who cannot manage sibling caring, and financial inducement be introduced for adolescent girls who are willing to go back to school after birth; schools be located within a distance of not more than 2km from each other to minimize distance travelled to school; and commitment of parents is critical towards the education of the girl child to mitigate dropout cases. Further research is needed on the influence of the teacher behaviour patterns on completion of girls in public upper primary education and the impact of menstrual management cycle on completion of girls in public upper primary education.