Assessment of Factors Determining Completion of Girls Education in Upper Primary Schools in Suba –West Division of Migori County, Kenya
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Date
2019
Authors
Ogwan'g, Carren Adhiambo
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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.
Description
A Research Project Report Submitted to the School of Education in Partial Fulfillment of the Requirements for the Award of Master of Education Degree of Kenyatta University, March 2019