Effect of Cultural Practices on Enrolment and Retention of Students in Public Day Secondary Schools in Kwale County, Kenya
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Date
2025-02
Journal Title
Journal ISSN
Volume Title
Publisher
IAJSSE
Abstract
Enrolment and retention of learners has
emerged as a critical issue in Kenyan
schools being subjected to debate and
reforms, the most recent being 100%
transition from primary to secondary
schools since 2017. Despite efforts to
comply with the regulation, enrollment and
retention continues to be low. This research
sought to establish the effect of cultural
practices on enrolment and retention of
students in public day secondary schools in
Kinango Sub County, Kwale. A qualitative
and quantitative analysis of the cultural
practices effect on enrolment and retention
was employed. Qualitative analysis was via
content analysis on the data collected to
provide insights on patterns in cultural
practices. Quantitative analysis was
through descriptive statistics quantifying
the measurable enrolment and retention
data in percentages and frequencies. It
covered a population of 21-day public
schools, 261 teachers, 21 principals, 21 PA
chairpersons and 5,057 students.10% of
significant population and 20% of the small
population provided the sample size.
Therefore,4 principals,4 PAs,26 teachers
and 506 students were the sample size
which totalled up to 540 respondents. The
research employed a descriptive survey
using interviews on principals and PAs and
questionnaires on teachers and students to
collect enrolment and retention data.
Sampling was achieved by frequencies and
percentages analytical statistics. Tables,
charts, and graphs were utilized to illustrate
the data. Through intervening measures,
this research conceptualized these practices
as independent variables to show improved
enrolment and retention. In regard to ethical
practices, a research permit was granted by
NACOSTI while MOE Kinago Sub County
also provided permission for the researcher
to carry out the investigation within the
locality upon request. The study found out
that initiation according to 65%
respondents and early marriage affected
enrolment and retention due to the
challenging family responsibilities installed
upon the affected learners and change of
behaviour that discouraged participation in
education, 39% of respondents family were
polygamous, 25% monogamous while 36%
other types of family setting. Economic
activity limited the income generated in
families making them unable to cater for the
sake of their children’s needs both at home
and more so in school. The researcher
concluded that the four cultural practices
affected enrolment and retention. This
study recommended sensitization, practice
of a variety of economic activities and
guiding and counselling as well as legal
action against perpetrators of forced
marriage to enhance enrolment and
retention of the students in Kinango Sub
County
Description
Article
Keywords
Citation
King`ondu, L. W., Mbirithi, D. M. (2025) Effect of cultural practices on enrolment and retention of students in public day secondary schools in Kwale County, Kenya. International Academic Journal of Social Sciences and Education (IAJSSE), 2(4), 54-68.