Social Factors Determining Transition Rate of Girls from Primary to Secondary Education in Garissa County, Kenya
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Date
2024-09
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Publisher
Kenyatta University
Abstract
In Garissa County, Kenya, the transition rate of girls from primary to secondary education is influenced by a variety of social influences, including cultural influences, child labor, parental education, and social pressure. In Garissa County, social pressure to conform to traditional gender roles, early marriages, and limited opportunities for girls further perpetuates the educational disparity. Thus, this research project aimed to assess the social determinants affecting the transition of girls from primary to high school in Garissa County, Kenya. The specific objectives involved studying how cultural factors, child labor, parental education levels, and peer pressure influence the transition of girls from primary to secondary school in Garissa Town, Garissa County. The study was guided by the Theory of Functionalism. All ten girls' schools in Garissa were included in the study. Respondents comprised principals, deputy principals, senior teachers, and county education officials, totaling 40 individuals. The sample size of 40 respondents was selected using census sampling technique. Data was collected using a research questionnaire, which was piloted to ensure its reliability. This research employed a descriptive analysis technique to analyze all quantifiable data according to the research variables. For interpretation and conclusion, findings from statistical software were presented using pie charts, column charts, bar graphs, or frequency tables. The study findings indicated that the educational level of parents significantly influences their ability to support their children's education. Furthermore, the study concluded that many families resort to involving their children in household work or employment to supplement family income. Additionally, part-time activities often lead children away from school to full-time jobs like domestic work, which hinders their transition to secondary education. The investigation suggested that the administration should increase investment in education infrastructure in Garissa County, focusing on building more secondary schools to accommodate the growing number of students transitioning from primary education. In addition, the study recommended that parents and guardians particularly mothers should be encouraged to actively participate in their daughters' education by presence parent-teacher gathering, supporting homework, and fostering a positive attitude toward education. Further, the study recommended that community leaders and elders should actively engage in community outreach to promote the value of girls' education and challenge traditional norms that may discourage families from sending their daughters to secondary school.
Description
A Research Project Submitted in Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in School of Education and Lifelong Learning, Kenyatta University, September 2024.
Supervisor
Janerose M. Kibaara