PARENTAL SOCIO-ECONOMIC FACTORS INFLUENCING
ENROLMENTAND RETENTION OF CHILDREN IN EARLY
CHILDHOOD DEVELOPMENT CENTERS IN LAMBWE DIVISION,
MBITA SUB-COUNTY, KENYA.
BY
OKUMU KENNEDY OLUOCH
E55/0L/21614/2010
A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR AWARD OF THE DEGREE OF MASTER
OF EDUCATION(EARLY CHILDHOOD STUDIES) IN THE SCHOOL OF
EDUCATION, KENYATTA UNIVERSITY.
NOVEMBER 2014
DECLARATION
Student's Declaration
I declare that this project is my original work and has not been presented in any
other university/institution for consideration. This research project has been
complemented by referenced sources duly acknowledged. Where text, data
(including spoken words), graphics, pictures or tables have been borrowed from
other sources, including the internet, these are specifically accredited and
references cited in accordance and in line with anti-plagiarism regulations.
Signature ft.b?! . Date.a '!:?II~I?7P.t.'f, ...
Okumu Kennedy Oluoch
E55/0l/21614/20 10
Supervisors' Declaration
We confirm that the work reported in this project was carried out by the candidate
under our supervision as university supervisors.
Signature ~ ..~ Date. }J(~.'f. .
Dr. Juliet Mugo
Lecturer,
Department of Early Childhood Studies
~Signature . Date $(.1.~.'.~ .
Dr. Mary Ndani
Lecturer,
Department of Early Childhood Studies
II
DEDICATION
This work is dedicated to my family and all Early Childhood scholars.
111
TABLE OF CONTENTS
DECLARATION ii
DEDICATION iii
TABLE OF CONTENTS iv
LIST OF FIGURES viii
LIST OF TABLES ix
ACKNOWLEDGMENT x
ABBREVIA nONS AND ACRONYMS xi
ABSTRACT xii
CHAPTER ONE 1
INTRODUCTION AND CONTEXTUALIZATION OF THE STUDy 1
1.1 Introduction 1
1.2 Background to the Study 1
1.3 Statement of the Problem 7
1.4 Purpose of the Study 9
1.5 Specific Objectives 9
1.6 Research Hypotheses 10
1.7 Significance of the Study 10
1.8 Delimitation and Limitation of the Study 11
1.9 Assumptions of the study 12
1.10 Theoretical and Conceptual Framework. 13
1.10.1 Theoretical Framework 13
1.10.2 Conceptual Framework 15
1.11 Operational Defmition of Terms 17
CHAPTERlWO 18
LITERATURE REVIEW 18
2.1 Introduction 18
2.2 Parent' s Level of income, Enrolment and Grade Retention 18
2.3 Parent's Level of Education., School Enrolment and Retention 25
2.4 Parents occupation, school enrolment and grade retention 29
2.5 Summary of Literature Reviewed 34
IV
CHAPTER THREE 35
RESEARCH DESIGN AND METHODOLOGY 35
3. 1 Introduction 35
3.2 Research Design and Locale 35
3.2.1 Variables : 36
3.2.2 Independent Variables 36
3.2.3 Dependent Variables 37
3.2.4 Location of Study 37
3.3 Target Population 37
3.4 Sampling Techniques and Sample size 38
3.4.1 Sampling Techniques 38
3.4.2 Sample Size 39
3.5 Research Instruments .39
3.5.1 Piloting Study 39
3.5.2 Validity of Instruments 40
3.5.3 Reliability 40
3.6 Data Collection Techniques 40
3.7 Data Analysis 41
3.8 Logistical and Ethical Considerations 43
CHAPTER FOUR. 44
FINDINGS, INTEPRETATION AND DISCUSSIONS 44
4. 1 Introduction 44
4.1.1 Methods of Data Analysis 45
4.2. General and Demographic Information 46
4.2.1 General Information 46
4.2.1.1 Questionnaire Response Rate 46
4.2.1.2 The Age At Which The Children First Join ECDE Centres 47
4.2.1.3 The Time Of The Year When The Children Join ECDE Centres 48
4.2.2 Demographic Data 49
4.2.2.1 Gender of Parent Respondents 49
4.2.2.2 The Marital Status of Parents 49
v
4.2.2.3 The Parents' Highest Level of Education 50
4.2.2.4 The Occupation of Parents 51
4.2.2.5 Parental Level ofIncome 52
4.3 The Findings on Parents' Level of Income and Enrolment of Children in ECDE
Centres 53
4.3.1 Parents financial ability to Support the ECDE Programme 53
4.3.2 The Relationship between The Parents' Ability to Support The ECDE
Programme and the Percentage (%) of Eligible Children Enrolled At ECDE Centres
............................................................................................................................................ .54
4.3.3 The Frequency at Which the ECDE Children are Sent Home For School Fees and
Parents' Percentage of Eligible Children Not Enrolled In ECDE Centres 55
4.3.4 The Relationship between Parental Income per Month and ECDE
Enrolment. 57
4.3.5 The Chi-Square Tests of the Relationship between Parental Income and
Enrolment 58
4.4 The Findings on Parents' Level of Income and Retention of Children in ECDE
Centres 60
4.4.2 The Chi-Square Tests of the Relationship between Parental Income and
Retention 62
4.5 The Findings on Parental Level of Education and Enrolment of Children in ECDE
Centres 63
4.5.2 The Chi-Square Test on the Relationship between Parental level of education and
Enrolment 64
4.6 The Findings on Parental Level of Education and Retention of Children in ECDE
Centres 66
4.6.1 The Chi-Square Tests of the Relationship between Parental level of education
and retention 68
4.7.1 Chi-Square Tests of the Relationship between Parental Occupation and Enrolment..70
4.8 The Findings on Parents' Occupation and Retention of Children in ECDE
Centres 72
4.8.1 The Chi-Square Tests for the Relationship between Parental Occupation and
Enrolment 73
VI
CHAPTER FIVE 75
SUMMARY, CONCLUSION AND RECOMMENDATION 75
5.1 Introduction 75
5.2 Summary 75
5.3 Conclusions 77
5.4 Recommendations 78
5.4.1 Recommendations for Teachers 78
5.4.2 Recommendations for parents 80
5.4.3 Recommendations for the policy makers (Ministry of Education) 81
5.4.4 Recommendation for Further Research 82
REFERENCES 84
APPENDIX I: QUESTIONNAIRE FOR PARENTS 93
APPENDIX II: INTERVEW SCHEDULLE FOR QUALITY ASSURANCE AND
STANDARDS OFFICERS 96
APPENDIX III: TRANSMITAL LETTER 98
APPENDIX IV: RESEARCH CLEARANCE LETTER FROM KENY ATTA
UNIVERSITy 99
APPENDIX V: RESEARCH CLEARANCE LETTER FROM NACOSTI 100
APPENDIX VI: RESEARCH CLEARANCE LETTER COUNTY
COMMISSIONER. 101
V11
LIST OF FIGURES
Figure 1.1 Diagrammatic Representation of the Ecological Systems Theory 13
Figure 1.2 Conceptual Diagram showing Influence of Parents' Socio-economic Factors on
Enrolment and Retention of children in ECDE Centres 15
Figure 4.1 Parents' Response Rate in terms of Marital Status .50
Figure 4.2 Parents' Occupation .52
Figure 4.3 Relationship between Parents' Ability and Enrolment of Eligible Children in
ECDE Centres '" '" 55
Figure 4.4: Frequency ECDE Children Sent Home due to School Fees and enrolment of Children
in ECDE Centres .56
Figure 4.5: Parental Income and Retention of Children in ECDE centres 61
Figure 4.6: Parents' level of Education and Retention of Children in ECDE 67
Vlll
LIST OF TABLES
Table 4.1: Questionnaire Respondent Rate .47
Table 4.2: The Age at which the Children first join ECDE Centres 47
Table 4.3: The Time of the Year when the children join the ECDE centres 48
Table 4.4: The Respondent's Gender... ..49
Table 4.5: The Parents' Highest Level of Education 51
Table 4.6: Parental Level of Income 52
Table 4.7: Parental Ability to Supportthe ECDE Programme .54
Table 4.8: The Chi-Square Tests for Parental Income and Enrolment... 57
Table 4.9: The relationship between Parental Income and Retention Chi-Square Test... .58
Table 4.10: Parent Highest Level of Education and Percentage of children's Enrolment... 62
Table 4.11: Relation Between Parental Level of Education and ECDE Enrolment... 64
Table 4.12: Parents' level of education and Retention of Children in ECDE 65
Table 4.13: Parents' Occupation and Enrolment of Children in ECDE 68
Table 4.14: Parents' Occupation and Enrolment of Children in ECDE 70
Table 4.15: Parents' Occupation and Retention of Children in ECDE 71
Table 4.16: Parents' Occupation and Retention of Children in ECDE 73
Table 4.17 Chi Test on Parents' Occupation and Retention of Children in ECDE
Centres '" 74
IX
ACKNOWLEDGMENT
I wish to express my sincere gratitude and heartfelt appreciation to; the almighty
Father for enabling me to complete this research project, All the people who
contributed to my learning process. I am grateful to all my lecturers in Early
Childhood Studies Department-Kenyatta University with especial thanks to my
supervisors Dr. Juliet Mugo and Dr. Mary Ndani, whose continuous professional
expertise, devotion guidance, inspiration, encouragement, mentorship and interest
in my study, in fact this work would not have been completed. I deeply thank
them for their tireless support.
I cannot forget all colleagues at my work place especially my Head-teacher Mr.
Opolo Onyango and the deputy head-teacher Mrs. Monica Owino for their
unrelenting support and understanding. I wish to salute Colleagues at college
especially Caroline Obede and Isaac Otoo with whom we endured long discussion
hours. I do wish to appreciate my family and thank them for their patience and
much understanding as I did the research study.
Finally, I appreciate everyone who was involved in the accomplishment of this
work since they all have a stake and most importantly, my research assistants Mr.
Monda, Mr Onyango, Mr. Phat, Mr. James and Madam Atieno. Special thanks go
to Madam Joyce Ochere who took her valuable time to edit this work and many
others not mentioned but may have given their support in any way.
x
ABBREVIATIONS AND ACRONYMS
APHIA - American People Health Integrated Assistance
ECDE - Early Childhood Development Education
ECE -Early Childhood Education
EFA - Education For All
MDG - Millennium Development Goals
,
MoEST -Ministry of Education Science and Technology
NER - Net Enrolment Rate
NGO - Non-Governmental Organizations
OECD -Organisation for Economic Co-operation and Development
QASO - Quality Assurance and Standard Officers
SSA - Sub-Saharan Africa
UNESCO - United Nations Educational, Scientific and Cultural Organization
UNICEF - United Nations Children's Fund
USA- United States of America
Xl
ABSTRACT
The early years of a child's life are globally accepted as the most critical years for
the holistic and lifelong future development of a child. Because of this, one the
Kenya's Millennium Development Goals set is to achieve education for all and
particularly, making enrolment in Early Childhood Development programs
compulsory for all school age going children. With regard to this, Low pre-school
enrolment and class retention have far reaching consequences hence this study
sought to examine the influence of parents' socio-economic status on enrolment
and retention rates of children in Early Childhood Development centres in
Lambwe division, Mbita district, Kenya. The Specific Objectives for the study
were to: determine the influence of parental level of income on enrolment and
retention of children in Early Childhood Development centres, find out the extent
to which parent's level of education influence enrolment and retention of children
in Early Childhood Development centres and establish how parents occupation
influence enrolment and retention of children in Early Childhood Development
centres. The study adopted the ecological systems theory by Bronfenbrenner,
(1979). The target population for the study comprised of 300 parents with
children in Early Childhood Development centrers and two Quality Assurance
and Standard Officers (QASOs) in the Division. The study used cluster random,
simple random and purposive sampling techniques to obtain the required sample
size. The sample included 169 parents and 2 QASOs. Before the actual study,
Piloting was conducted to 10 parents. The researcher used test-re-test method to
determine the reliability of the instrument which was found to be 0.90 for parents'
questionnaire. The study employed descriptive and correlation research design.
The data on enrolment, grade retention and parental socio economic status were
analyzed using both descriptive and inferential statistical techniques. Data
collected was coded and analyzed using the Statistical Package for Social
Sciences (SPSS) version 11.0 software. Descriptive statistics used were measures
of central tendencies, frequency distributions and percentages. The inferential
statistics used were Pearson Product Moment Correlation Co-efficient and chi-
square to establish whether there were any significant relationships between
variables. All the hypotheses were tested at 0.05 significant levels. The major
fmdings were as follows: There was a significant relationship between parental
level of income and Early Childhood Development centrers' enrolment and
retention, there was a significant relationship between parental level of Education
and Early Childhood Development centrers' enrolment. Further, the study found a
weak relationship between the parent's level of education and the child's retention
at Early Childhood Development centrers centres and lastly there was no any
significant relationship between the parents' Occupation and children's
enrolment, parents' occupation and grade retention of Children in Early
Childhood Development centrers. Since not all issues were addressed by the
current study, it is recommended that another study be conducted in another
location to confirm and expand the current fmdings by including a more diverse
sample of pupils and teachers across the county.
xu
CHAPTER ONE
INTRODUCTION AND CONTEXTUALIZA TION OF THE STUDY
1.1 Introduction
The chapter describes the background of the study, statement of the problem,
purpose of the study, objectives of the study, research hypotheses, significance of
the study, delimitation and limitations, assumptions, theoretical framework,
conceptual framework and operational definition of terms.
1.2 Background to the Study
Education is the key to development, it's more so important for economic returns
this reason justifies the high investment into it by both the government and the
individuals (Mbiti, 1981). Enrolment of children in Early Childhood Development
and Education Centres is a greater step towards achieving education for all. With
regard to Education for all, low pre-school enrolment and class retention have far
reaching consequences that makes it important to be clear about the factors
associated with this.
According to UNESCO (2008), pre-primary learners who have been enrolled in
pre-primary schools tend to perform better in school than those who have not. A
report by Education at a Glance report (2012) shows that half of the Organization
for Economic Co-operation and Development (OECD) countries have full pre-
primary enrolment (enrolment rates exceeding 90%) for example United
Kingdom along with Germany, France, Norway, Denmark and Sweden are the
leading countries in pre-school enrolment of over 80% and frequently over 90%.
The United States, ranks as one of the least performing countries in the OECD
countries in pre-school enrolment with 69% followed by Australia, Canada, Brazil
and Greece with pre-school enrolment less than 60% (Education at a Glance,
2012). This means that developed countries are performing fairly well in the early
childhood sector compared to developing countries. In the United States, between
30% and 40% of children joining kindergarten are estimated not be ready for
school due to Low parental income (Lee, & Burkman, 2002). These children are
at an increased risk of leaving school without graduating.
In Australia, about 50% of children live in families with incomes below the
equivalised median income level - one of the most commonly used poverty lines.
This percentage is higher than most European nations (Redmond, 2008). This
means that these children suffer greater family turmoil, live in more chaotic
households and have fewer cognitive enrichment opportunities both at home and
in their neighbourhoods this leads to poor performance, late enrolments for school
and grade retention (Redmond, 2008; Ridge, 2000).
Grade retention is emotionally traumatic for young children (Alexander & Karl
L., et al, 2002). Studies have indicated that grade retention is a main predictor of
school dropout and many studies suggest that being retained one grade increases
the risk of dropping out by 40 to 50 percent (Alexander & Karl L., and Linda S.
Olso 2002). Other studies have indicated that middle school students who have
been retained frequently in any early level have more negative behaviour
problems than their peers who have not been retained (McKay & Elizabeth,
2
2001). These behaviour problems include smoking cigarettes, alcohol use, early
irresponsible sexual activity, and aggressive or violent behaviours. The retained
group also had worse academic performance than similar students who were not
retained (McKay & Elizabeth, 2001). To date, the challenges and side effects
associated with low enrolment and grade retention have not been addressed
effectively.
In Africa, the number of children enrolled in early childhood is still low compared
to the developed countries for example in 2007, only 10 percent of African
children aged four to six were enrolled in any form of early childhood programme
with an increase of 17% (UNESCO 2010). Even with such a significant increase,
the number of children enrolled in early childhood education in African countries
is still low for example; In Ethiopia it is 4.2%, Burundi 7%, Rwanda 13.3% and
Tanzania 29% (UNICEF, 2012).The Education for All Global Monitoring Report
shows that Uganda has a gross enrolment in nursery schools of 2.1%. This is a
decline from the 1999 figure which put the enrolment at 4 % (EFA, 2011).
According to the 2005 Global Monitoring Report, in Guinea-Bissau, Rwanda,
Equatorial Guinea, Madagascar and Nepal, more than half the children who
enrolled in primary schools either repeat first grade or drop-out. In South Asia,
35% of all the children drop out-of-school. In Belize children are sixty times more
likely to drop-out in Grade 1 than in Grade 2. These findings indicate that there is
a major crisis during the first critical years of primary education across many
parts of the developing world. Many children are dropping-out altogether or
repeating classes - the vast majority within the first two years. The problem is at
3
its worst in countries where poverty, exclusion and other systemic factors
exacerbate the situation.
Grantham-McGregor, Cheung, Cueto, Glewwe , Richter ,Strupp, and the
International Child Development Steering Group (2007) note that low pre-school
enrolment rates in Africa may be explained by high levels of poverty, inadequate
health and nutrition and cultural practices that limit enrolment of children in
ECDE centres. According to Robert (2010) Socio-economic status depends
on a combination of variables, including occupation, education,
income, wealth, and place of residence. One major reason why these parental
influences may impact so strongly on children is because the children spend more
than ninety percent of their time from infancy throughout their childhood outside
school under the influence of their parents (UNESCO, 2008).
Achieving education for all is among the goals set by the government of Kenya
and particularly, making enrolment in Early Childhood Development programs
compulsory for all school age children (Millennium Development Goal's, 2005).
The early years ofa child's life are globally accepted as the most critical years for
the lifelong development of a child. There are evidences of a positive correlation
between early childhood learning and future holistic development of a child and
academic achievement in subsequent grades in primary and secondary schools
(Bradbury, 2007).Recent research carried out by various neuroscientists
particularly on the brain has provided convincing evidence of the critical periods
located within these early years for the formation of synaptic connections in the
brain and for the full development of the brain potential (Mukanzi, 2005).
4
In Kenya, majority of the parents are aware of the importance of providing ECE
but their inability to meet the cost is a challenge to date (KIE, 2005). According to
the policy framework on ECE, parental socio economic factors have
compromised the abilities of parents to give fmancial support for the early child
Education. These fmdings are consistent with Kituta (2003) in her research in
Shimba Hills in Kwale district that indicated that the majority of the parents do
not participate in ECD activities because of financial constraints.
Many developing countries Kenya inclusive have devoted substantial proportions
of their resources to the expansion of pre-primary Education in recent years. This
expansion is believed to contribute to the improvement in enrolment and reduce
grade retention in ECDE centre. However, the efforts have not been impressive
and significant over the last two decades. Officially, in Kenya children aged three
to five years are expected to be enrolled in ECDE centres. These children are
considered eligible for enrolment such that by the age of six they proceed to
standard one. Despite the Government policy, currently a large percentage (65 %)
of the pre-school children in Kenya is not attending early childhood education
inclusively (MDG's, 2005). Pre-school enrolment in Kenya is even much lower
when compared to other countries in the Sub-Saharan Africa, the Arab States, the
Central Asia and South and West Asia (MDG's, 2005). Prompting an
investigation as why such occurs.
The level of school access in Kenya is measured using enrolment figures and the
population figures with respect to the official school -going age at a given level of
education (Blakemore, 2008). Pre-school is, however, not accessible to majority
5
in rural areas owing to financial constraints (Ayres, 2007). Over the years, there
has been a wide gap between the pre-school enrolment and the population of
children aged three to five years (Antony, 2011).
The government of Kenya, initiated Community Support Grants (CSG) in 2008
with the following objective; to enhance the capacity of parents and communities
to improve and sustain quality and access to ECDE services across Kenya
(KESSP, 2005), the very good initiative has not ensured total enrolment for all
pre-school age going children. The major challenge for many Kenyans therefore
has been the parents' and guardians' inability to augment the government's
fmancial provision with personal inputs as stipulated in the policy of cost-sharing
(Republic of Kenya, 1998). Since many parents fail to provide financial
requirements, their children drop out of school. Therefore there is need to
investigate the relationship between parental socio economic status and enrolment
and retention in pre-schools.
In Kenya, large percentage (35%) of children who enrol for class one in primary
school do not pass through ECD programs (MoEST, 2003). While significant
progress has been made in expanding access to early childhood education, there
are clear indications that enrolments are still low and many children are made to
repeat grades. It is estimated that only 35% of the eligible children are covered by
the programme, leaving a large percentage of children who enrol in primary
school without passing through Early Childhood Care and Development (ECCD)
programme in Kenya (UNESCO, 2000).
6
------ :-:..- •..-.~
One of the areas where Low enrolment and high grade retention is evident is
Lambwe Division. According to statistics from the Office of Lambwe Area
Education (2013) the enrolment in early childhood education in 2009 was at only
44.2% , in 2010 it decreased to 43.5%, 2011 to 42%, an increase in 2012 to
49.64% and in 2013 to 50. 14%.Though this is a good development, it still means
that only about half of the children in Lambwe have access to ECDE services.
This is far below the 60% of MOE 2010 target according to situational analysis
final report September (2008).
In spite of the efforts made in Education in Kenya, a number of challenges still
persist. These include cost of Education, inequalities and inequity in access to
Education, high wastage rates, under-enrolment, grade retention and problem of
relevance and quality of Education. The goal to make enrolment in early
childhood education compulsory may not be achieved if factors contributing to
low enrolment in the ECDE centres are not identified and addresses. For this
purpose, the study was designed to assess the effects and relationships of parental
socioeconomic status on Early Childhood Education enrolment and grade
retention.
1.3 Statement of the Problem
While there is consensus internationally that ECDE places children at a better
start for primary education and give them a better chance for achievements later
in life (UNESCO, 2008), the importance pfECDE has not been fully appreciated
by the Sub Saharan African society. This can be explained by low enrolment in
7
early childhood Education especially in Sub Saharan Africa where the situation is
worse with only 40% of children access to ECDE programmes (UNESCO,
2010).The situation in Kenya may not be far different from that of Sub Saharan
Africa, while there has been increase in ECDE enrolment in Kenya that is from
35% in 2003 to 60.9% in 2010 (Republic of Kenya, 2012), a significant number
of children are out of school particularly in Lambwe division where only 50.14%
children are currently attending ECDE (Lambwe Area Education office,
2013).Considering this trend of enrolment, there is need to assess whether socio-
economic status of parents have any significant relationship with pre-school
enrolment and grade retention.
8
1.4 Purpose of the Study
Based on the problem stated, the study sought to examme the influence of
parents' socio economic status on enrolment and retention rates of children in
ECDE centres with a view to making recommendations on how to increase
participation of children in terms of enrolment and reduce class retention among
ECDE learners.
1.5 Specific Objectives
The study was guided by the following objectives which sought to:
i) Determine the relationship between parents' level of mcome and
enrolment of children in ECDE centres m Lambwe Division,
Mbita District, Kenya.
ii) Determine the relationship between parents' level of income and retention
of children in ECDE centres in Lambwe Division, Mbita District, Kenya.
iii) Find out the relationship between parental level of education and
enrolment of children in ECDE centres in Lambwe Division, Mbita
District, Kenya.
iv) Find out the relationship between parental level of education and retention
of children in ECDE centres in Lambwe Division, Mbita District, Kenya.
v) Establish the relationship between parents' occupation and enrolment of
children in ECDE centres in Lambwe Division, Mbita District, Kenya.
9
vi) Establish the relationship between parents' occupation and retention of
children in ECDE centres in Lambwe Division, Mbita District, Kenya.
1.6 Research Hypotheses
Ha 1. There is a relationship between parents' level of income and
enrolment of children in ECDE centres.
Ha2There is a relationship between parents' level of income and retention
of children in ECDE centres.
Ha3. There is a relationship between parental level of education and
enrolment of children in ECDE centres.
Haa, There is a relationship between parental level of education and
retention of children in ECDE centres.
Has. There is a relationship between parents' occupation and enrolment of
children in ECDE centres.
Ha; There is a relationship between parents' occupation and retention
of children in ECDE centres.
1.7 Significance of the Study
The research may give early childhood practitioners and policymakers essential
knowledge to use in making decisions on how to address the issue of low
enrolment and grade retention in early childhood education sector. The study may
also benefit the children who are not attending early childhood education as the
10
root cause to non-attendance were investigated and recommendations made on
how to solve the problem. Since there is limited literature on early childhood
education enrolment and retention of children in ECDE centres, this study may
prove significant in contributing to the underdeveloped area of research related to
early childhood education, and in posing numerous pertinent questions to guide
future research.
1.8 Delimitation and Limitation of the Study
1.8.1 Limitations of the study
The researcher used and relied on the opinions of parents and Education officials
within the division. This was a major limitation since some parents might have
deliberately given wrong information concerning their occupation, education
levels, income levels, and pupils' enrolment and class retention. Some of the
parents were not able to read, write and understood only the local language.
1.8.2 Delimitations of the study
The delimitation of the study is the boundary limitation (Orodho, 2008). The
study confined to only some few ECDE parents of children aged between 3-6
years in Lambwe division, and the two QASOs in the Division. This is because of
the financial implications, time constraints and the terrain of the division. A wide
range of factors could potentially affect the ECDE enrolment and retention.
However, this study limited itself to parental level of education, income and
occupation. Factors influencing enrolment and retention among the ECDE school
pupils vary from one geographical region to another but this study was conducted
in only one division hence the results cannot be generalized to the entire country
11
but can be restricted to only those areas that have similar characteristics to the
study Division.
Further the study was delimited to the two education officers in the Lambwe
Division and parent who have enrolled their children in the ECDE centres. The
researcher translated the questions/items in parents' questionnaires to the local
language (Dholuo) during the field work in order to cater for the parents who
were not able to read, write or understand English.
1.9 Assumptions of the study
The study assumed that the sample used was a good representative of the entire
ECDE children's parents. The study further assumed that all respondents gave
genuine and accurate information that was a true reflection of the ECDE
enrolment and retention and parental educational levels, income levels and
occupation. Further, It was also assumed that learners at ECDE centres had equal
treatment in terms of access to teaching and learning facilities hence all pre-
schools centres in the division had a uniform and adequate coverage of the
syllabus which is examined and used to promote or retain pupils at ECDE centres.
The study further assumed that children enrolled in ECDE centres are aged 3-6
years old.
12
1.10 Theoretical and Conceptual Framework
1.10.1 Theoretical Framework
Figure 1.1 presents the theoretical framework of the study.
Child's enrolment and
retention in ECDECentres
Figure 1.1 Diagrammatic Representation of the Ecological Systems Theory
Source: Derived from Bronfenbrenner's ecological systems theory
13
\To understand the influence of parents' socio-economic factors on enrolment and
retention of children in ECDE centres and the importance of early childhood
education, the ecological systems theory by Bronfenbrenner, (1979) was used in
this study. Bronfenbrenner's ecological systems theory holds that development of
the child reflects the influence of several environmental systems. It identifies five
environmental systems that an individual interacts with, that is, the Microsystems,
Mesosystem, Exosystem, Macrosystem and Chronosystem. All the systems in
Bronfenbrenner's theory are important to child development. However, the ones
that are linked directly to the study are the Microsystems which refers to the
institutions and groups that most immediately and directly impact the child's
development including: the family and the school the Macrosystem which
describes the culture in which individuals live. Cultural contexts include
developing and industrialized countries, socioeconomic status, poverty, and
ethnicity,
According to the theory children education is influenced by the groups that
children immediately interact with and the culture which they live. Therefore, in
this case it is the parent's socioeconomic status. Parents' education level,
economic status and occupation as seen in the Bronfenbrenner's systems
ecological theory may affect enrolment and retention of early childhood learners.
Therefore parental characteristics should be viewed as one of the most important
factors in improving early childhood education enrolment and retention.
14
1.10.2 Conceptual Framework
To illustrate the relationship between the independent and dependent
variables figure 1.2 has been used as shown below.
Parental Socio-economic Factors
Economic status:
-Ability to pay school
fees
-Ability to support
school .,.--------
[ } {-\
~------------------~ \ I,---------",
Occupation
Key:
...... Independent variables
.......Dependent variables
••........... Expected outcomes
Fig 1.2 Conceptual Diagram showing Influence of Parents' Socio-economic
Factors on Enrolment and Retention of children in ECDE Centres
Fig 1.2 shows the relationship between different parental aspects influencing early
childhood enrolment and retention. The model shows that early childhood
15
enrolment and retention as the dependent variable is related to the independent
variables which are parental income levels, parent's level of education and
parent's occupation. It shows how they are linked to enrolment and retention of
children in early childhood education. Children from rich families and educated
parents are more likely to be enrolled in early childhood education and are not
likely to repeat a grade in a school.
16
1.11 Operational Definition of Terms
The following terms are defmed as they apply to the project.
Early childhood education: Refers to educational programs offered to children
from age 3-6 years.
Parent's education: The highest level of schooling attained by the parents of the
pre-school children. The level was either; less than primary, primary, high school,
higher, college or university.
Parent's income level: The income level of the pre-school parents which was
measured in terms of how much money a parent earns per month which was
either, low, medium, high or very high.
Parent's occupation: The type of work a parent does and was measured in terms
of; highly skilled with high level of education (White collar job), Semi-skilled
jobs (blue collar) and peasant
Pre-school Enrolment: This means registering children and letting them learn in
the ECDE centres in one year.
Retention: being held back or repeating grade.
17
CHAPTERTWO
LITERATURE REVIEW
2.1 Introduction
This section gives a systematic identification, location, and analysis of the
pertinent and related literature to the problem. This entails a review of literature
to; parental economic status, parental level of education, and parents occupation
in relation to ECDE enrolment and retention. The review has therefore been done
with the intent of analyzing existing documents and information on the subject
with the objective of revealing contributions, weaknesses and gaps by other
scholars.
2.2 Parent's Level of income, Enrolment and Grade Retention
Parental socio-economic status can be defined as the social and economic position
of an individual or a family in any given society determined by such factors as the
level of education, occupation and income (Rim-Kaufman & Pianta, 2002).
According to Repetti & Seeman (2002.), families are the primary socializing
agents for their children. In addition to providing basic necessities, such as food,
shelter, and clothes, families transmit cultural and educational values and help
children adapt to societal demands and opportunities. These basic necessities may
be provided for wellwhen children are raised in intact families i.e. families with
two continuously married parents and that these children tend to fare better on a
number of cognitive, emotional and behavioural outcomes than children living in
18
other family forms. In 2002 nearly 7 million children from such families who
were between age 12 and 18 years repeated grade Christine Kim (2006).
The term "retention" in regards to school means repeating an academic year of
school (McKay, 2001). Retention in school is also called grade retention, being
held back, or repeating a grade. Grade retention is the opposite of social
promotion, in which children continue with their age peers regardless of academic
performance (Jill & Stephen, 2014). Grade retention practices are common in the
schools of some countries but absent from others (McKay, 2001). Some
Educational systems have been designed to pl~y the role of public certification
agencies. If this is the case, a child is promoted to the next grade only if hislher
test scores are sufficiently high and the students who do not pass are tracked or
retained (Alexander, Karl L., et aI., 2002).
According to the National Association of School Psychologists (2003), more than
15 % or more than 2.4 million American students are held back and repeat a grade
each year. The study also found that between 30% and 50% of all students are
retained at least once by the time they are freshmen in high school. The study also
gave evidence of unhealthy behaviours among high school students who have
been retained in their middle-school (McKay& Elizabeth, 2001).
World Bank (2007), reported that dropout and repetition in primary school is
common among pupils from low socio-economic background and more prevalent
in rural areas than urban areas. In addition, Ncabira (2005) attributed low
enrolment in school to high cost, parental child gender preference, and parental
attitude towards Education. However the study did not address the relationship
19
between parental SOCIO economic status and grade retention m pre-school
education in Kenya.
Pre-school education is very crucial in giving children a foundation to learning.
However, this can be possible if parents enrol their children in pre-school and
ensure that the children continue attending school to enable them to acquire the
knowledge, skills and concepts that will lay a good foundation for future learning.
UNESCO (2006) observes that access to ECD centres is inequitable where poor
children from semi-arid, arid and urban slum areas are less likely to be enrolled
and retained at pre-schools.
In USA, Parker, Greer & Zuckerman (1988)report that children growing up in
poverty are directly exposed to risks like illnesses, crowding and family stress,
lack of psychosocial stimulation, limited resources which leads to poor
performance in schools, absenteeism and grade retention. These children often
experience more serious consequences to risks than children from higher income
families. Other studies have also indicated that the consequences of early school
failure increase the chances of truancy, drop out, low enrolment, grade retention
and unhealthy or delinquent behaviours (UNESCO, 2006).
In Australia, about 50% of children live in families with incomes below the
equivalised median income level - one of the most commonly used poverty lines.
This percentage is higher than most European nations (Ross & Mikalauskus,
1996). This means hardship on child rearing and deprivation through insecure
housing conditions and a lack of good food and basic necessities which leads to
20
poor performance, grade retention and low enrolment in schools (Redmond, 2008;
Ridge, 2003). Also Evans (2004) explains that children from low income families
often do not experience the supportive conditions that foster their readiness to
learn and are frequently exposed to harsh physical and social environments that
impact negatively on their capacity and desire to learn and go to school. These
children suffer greater family turmoil, violence, and separation from their parents.
Their parents are more nonresponsive and harsh, and they live in more chaotic
households, with fewer routines, less structure, and greater instability all which
leads to poor performance, late enrolments for school and high rates of grade
retention.
A study conducted in America( LoCasale-Crouch, Rudasill, Sweeney,
Chattrabhuti, Patton, & Pianta, 2007) observed that pre-primary schools for low-
income and ethnic minority children tend to be more didactic with a negative
social-emotional climate, and often employ lower educated teachers. Similarly,
Phillips & Adams (2002) found that day care centres and pre-primary schools for
higher income parents have better paid staff, with lower child-to-staff ratios and
higher classroom quality which improves academic performance and reduce the
chances of grade retention. At the same time in the United Kingdom, Sylva
(2007) indicates that a major obstacle to Early Education and Care is low income
for immigrant children. Discontinuities and frequent interruptions where children
are sent home for fees render the developmental and learning processes less
effective, and cause behavioural maladjustment and low achievement in primary
school (Rim-Kaufman & Pianta, 2002).
21
The 2004 report on Universal Primary Education (UPE) asserts that all children of
school going age should participate in education (Republic of Kenya 2004). To
measure whether this is achieved, the UPE uses the Net Enrolment Ratios
(NER's) at or near 100% to indicate the rate of enrolment which also suggests
how close the 3rdworldcountries are achieving UPE. Wilson, (2004) has shown
that most of the countries have attained Net Enrolment Ratios (NER's) of at least
70%, with North America and Western Europe, Latin America and the Caribbean,
East Asia and the Pacific having NER's above 90%. In Central and Eastern
Europe, more than half of the countries in the region have NER's between 70 and
90%. However, only a handful of countries in Sub-Saharan Africa attain NER's
above 90%. Some larger countries have NER's below 70% or even below 50%.
The few countries in the Middle East reporting NER's below 70% are a few Arab
States and Pakistan. Most countries in Africa have primary education NER" s
below 50%. This is a cause for concern, since in most countries, significant
fractions of the population remain out of primary school Education, 96% of those
out-of-school children live in developing countries, with Sub-Saharan Africa,
South and West Asia together accounting for almost three quarters of children not
attending school. This could be a glaring reality to pre-school education in these
countries.
According to Mingat & Jaramillo (2003) in the study using 13 countries from sub-
Saharan Africa to look at the correlation between pre-school enrolment and
primary completion as well as pre-school enrolment and repetition rates in
primary school, the study found completion rates of 50% in the absence of
22
preschool, and around 80% where half the children have access to some sort of
preschool or ECD centre. When they looked at repetition they found absence of
pre-school experience correlated with 25% repetition; pre-school enrolment of
45% correlated with a reduction of repetition to 12%.
In Kenya, the level of school access is measured using enrolment figures and the
population figures with respect to the official school-going age at a given level of
education (Blakemore, 2008). In 2003, Kenya had low enrolment (35%) of pre-
school age children. This means that 65% of the children aged 3-6 years were not
accessing ECDE services (MoEST, 2005). In 2005 enrolment increased to 50%
from 35% and progressed to 60.2% in 2009. In 2010 it increased by 0.7% and
reached 60.9 % (Republic of Kenya, 2012). Even though there has been an
increase in pre-school enrolment, The Kenya Sector Report notes that the
enrolment in pre-school is unevenly distributed across the country and in some of
the regions; the children end up directly joining primary schools without the
relevant background and thus increases repetition and drop out levels as a result
of poor academic performance (Republic of Kenya, 2012). This study only
indicated the enrolment rate in pre-school without establishing the relationship
between various factors leading to this which is addressed by the current study.
In Kenya, Gakuru (1992) explored the relationship between socio class and pre-
school education in Kenya. He found that social-economic status of parents in a
given area influences enrolments in pre-schools whereby well off parents are able
to take their children to high cost private schools and the poor parents manage to
take children to poorly equipped pre-schools in both private and public schools
23
without enough qualified teachers. He also found that enrolment of children in the
pre-school education was not prioritized by the government because children
would still join standard one (primary school) without going through pre-school
education. To date, this has been the case but since the early childhood policy was
launched in March 2007, it was expected that pre-school education would be
compulsory, now we are in 2014, seven years later and this has not been
implemented. The study further states that, despite efforts to expand nursery
school opportunities, still majority of children both in urban and rural areas were
not attending the pre-school education. That was in 1992 now we are in 2014 and
enrolment of children in pre-schools in the whole country remains low. However
the study gave a lot of information on enrolment status in pre- schools in Kenya,
the study did not establish the relationship between parental socio economic status
and enrolment or grade retention in the pre-school education which the current
study addresses.
In spite of the efforts made in Education, a number of challenges still persist.
These include cost of education, inequalities and inequity in access to education,
high wastage rates, under-enrolment, grade retention and problem of relevance
and quality. The current socio-economic status of parents in the framework of
poverty indeed contributes to poor academic performance in schools, low
enrolments at school and high rate of grade retention (Cogneau et al, 2006).
Despite all these evidence, there is need to establish the relationships of these
factor and performance in schools, low enrolments at school and high rate of
grade retention.
24
2.3 Parent's Level of Education, School Enrolment and Retention
ECDE enrolment depends on the parent's knowledge, view and attitude about the
importance of Early Childhood Education. Research from the USA suggests that
parental Education is a significant predictor of child achievement which
determines grade retention. In an analysis of data from several large-scale
developmental studies in the US, Duncan and Brooks-Gunn (1997) concluded that
maternal education was linked significantly to children's intellectual outcomes
even after controlling for a variety of other social economic status indicators such
as household income. Similarly Davis-Kean (2005) found direct effects of
parental education, but not income, on European American children's test scores;
both parental Education and income exerted indirect effects on children
performance through the Educational expectations parents have for their children.
According to Cogneau et al (2006), parents who are unskilled are more often than
not of low educational attainment, take little interest in their children's
schoolwork, have larger families, live in overcrowded homes lacking amenities
and tend to send their children to schools which are ill-equipped this results in low
academic performance, higher rates of grade retention and higher percentage of
children not enrolled in schools. Other home-related factors that had a positive
relationship with grade retention were abnormal home background, socio-
economic status, attitudes of parents to education, position of the child in the
family, parental aspirations and social classes (Rose, Heather, Ria, Jon &Ray,
2008).
25
A study conducted by National Association of School Psychologists (2013),
revealed that 14% of the respondents in the Survey stated that financial
circumstances and parental level of education were the main reason for grade
retention in schools. In addition, the responses to the open-ended questions on the
relationship between grade retention and fmancial issues, was noted that an
approximately 13% of the White respondents stated that financial reason was the
most important factor. This is low when compared to 20% of the Hispanic
respondents who indicated fmancial circumstances were the primary reason for
retention.
Findings from Pakistan with regard to the impact of parent's education on
schooling of children show that the children of a more educated parent are more
likely to be enrolled and more likely to progress further through school. Holmes,
(2003) Shows that this impact of enrolment differs by gender. The education of
the father increases the expected level of school retention of boys, and that of the
mother's enhances the educational attainment of girls. Similarly other studies by
Behrman et al., (1999) and Swada and Lokshin, (2001) in Pakistan reported a
consistently positive and significant coefficient of father's and mother's education
at all levels of education except at secondary school level.
In Africa, Glick &Sahn (2000) found that in Guinea, mother's education had a
greater influence only on girl's education, while Tansel (1997) claimed father's
education to be more influential for both boys and girls in Cote d'Ivoire and
Ghana. In Botswana, Chemichovsky (1990) found that the educational level of
the head of the household has the greatest impact on whether or not a child was
26
enrolled in school .According to Willms, (2002) the level of the mother's
education has a more significant role on her child's language development In the
pre-school years, than does the father, but the father's education becomes more
important for school achievement after a child joins school. Although the studies
had given a lot on the impacts of parental education on performance, enrolment,
and grade retention, the study did not establish the extent to which these factors
predicts grade retention which is the concern of the current study.
Children are typically more likely to go to school if their parents are educated.
They also tend to perform better in school and in some cases may earn higher
incomes in adulthood. For example, a study of Kenya and Tanzania by Appleton
(1995) compared the probability of manufacturing workers having completed
lower secondary schooling as a function of the education of their parents. In
Kenya those who joined school around 1960 were predicted to have a 21% chance
of completing lower secondary if both of their parents were uneducated and 83%
chances of completion if one of their parent had at least secondary education and
the other at least primary education. The figures were similar in Tanzania. Further
in this research, with data drawn upon from Kenya in 1993, also found a large
differential in performance on the primary-leaving examination - around half of
which was explained by the different local neighbourhoods and primary schools
which children from different educational backgrounds attended.
It is also suggested that parents with higher level of education are likely to have a
proper understanding of their parental roles and responsibilities as outlined in the
Children's Act (Republic of Kenya, 2001), parents are expected to maintain and
27
provide the child with adequate diet, shelter, clothing, and medical care, including
immunization, education and guidance. This implies that parental role does not
end at home but extends to their children's educational institutions. According to
Agustinho (Mwai, 2012), parental aspects affecting enrolment in education in
Kenya is mainly limited to financial contributions and teacher-parent meetings. In
2005, a Kenyan survey found that most teachers and principals attributed the lack
of parental aspects affecting enrolment to the parents themselves. Parents were
not aware of their responsibilities as parents, and they were not concerned about
the quality of education provided to their children (Republic of Kenya, 2005).
A study conducted in Kenya by Mulatya (2003) revealed that wealthy and
educated parent's utilized private pre-schools and that they deployed resources in
a manner creating pre-school conditions which are conducive to a school
performance. This provided initial advantages which are difficult to match among
the poor, uneducated and rural Kenyans. This means that children from educated
and high socio-economic status are more adequately prepared for school than
those of low socio-economic status.
In Kenya, a study by Wanjohi (2010) on the impact of community support grants
on the development of Early Childhood Education, in Kiambu District, Kenya,
indicated that there was a positive correlation among parents' level of education,
income and occupation with pupil's academic performance, enrolment and
retention. These findings are consistent with the concept of social reproduction by
Pierre Bourdieu (1986), Annet Lareau (2003) and Randall Collins. This means
that parents' low socioeconomic status impacted negatively on pupils'
28
performance, through denying the children access to resources which are readily
available to children from higher socio economic status.
A study done in Tabaj Division, Wajir East by Saadia Abdi, (2010) indicates that
illiterate parents denied their children enrolment in ECD centres in order to stay at
home with their siblings as they went to fetch water and perform other household
chores.
Parental education has been discussed extensively in terms of how it impacts
children's academic performance and does not show whether parent's education is
a determinant for enrolment in early childhood education. The study will
investigate the effect of parent's education on early childhood enrolment and
retention in Lambwe division. Further still it's clear that no studies have been
done in Lambwe divison in regard to parent's education and how it relates to
enrolment and retention of early childhood learners. The study therefore sought
to investigate the impact of parent's education on early childhood enrolment and
retention in Lambwe division.
2.4 Parents occupation, school enrolment and grade retention
According to Rothestein (2004), parents of different occupational classes often
have different styles of child rearing, different ways of disciplining their children
and different ways of reacting to their children. These differences do not express
themselves consistently as expected in the case of every family; rather they
influence the average tendencies of families for different occupational classes.
29
These styles therefore affect children's education in terms of performance and
early or rate enrolment.
In Netherlands, Maarten (2012)found that occupational status has the same effect
on children's education regardless of who contributed to it, while in Pakistan
Bhalotra & Heady (2003); Basu, Das and Dutta, (2003) have emphasized that
fathers who are in salaried employment are more likely to be aware of the
importance of education and hence invest more in their children's education. On
the other hand, (Weiss H. et.al 2003) established that mothers who worked part
time had higher involvement in their children's school work which included
taking children to school and assisting their children with school work which was
likely to lower grade retention. The implication therefore is that parents are less
likely to invest in their children's education when direct occupational
transmission or transference of capital is a viable option to obtain a good position
in society for their children. Hence farmers and business owners may have less
need to invest in their children's education than people in dependent employment.
A number of studies have found a family's social class defmition to influence a
child's academic achievement, school enrolment and grade retention of children
(Alexander, Karl L., et aI., 2002). In a study of social class and parent-child
relationship in the US, Kohn (1963) found differences in school enrolment
between middle and working class parents. A study done in the United States for
example shows that social capital, family income and occupation have positive
effects on school completion, enrolment and retention (WEAC, 2005). Students
with parents that have less social capital are less likely to complete school,
30
(Hammer, 2003). Parents with higher socio-economic status have higher, more
accurate knowledge of and involvement in their children's schooling.
In Ghana Checchi & salvi (2010) found a negative correlation emerged with the
probability of enrolment and low income jobs. In Mauritania they found that,
there is also positive association with household head working as public
employee, which is typically associated with less volatile higher earnings. The
main predictors of grade retention are based on several characteristics that include
demographics as gender, family income, parental level of education, parental
occupation and proficiency with the English language (McKay, 2001). This is
consistent with a study by Burkam et al (2007) that note certain groups of students
are more likely than others to be retained due to their differences in characteristics
as age, gender, socioeconomic background, and race/ ethnicity and other risk
factors.
In Africa, more than 70% of the continent's poor people live in rural areas and
depend on agriculture for food and livelihood (Myres, 1995). The study further
indicates that in Sub- Saharan Africa, more than 218 million people live in
extreme poverty-majority of them being from Eastern and Southern Africa, an
area with one of the world's highest population. Poverty is one of the most
important factors that impede young children's development all over the world.
Many poor children are denied the opportunity to go to school. Even young
children - 5-7 year olds may be expected to care for younger siblings, watch over
livestock, shoo away wild animals from crops/gardens, and collect water and
31
firewood (Weitzman, 2003). Other children join school unready to learn. These
children do poorly, repeat, and drop-out at high rates (Weitzman, 2003).
In Kenya, a study done on patterns of school enrolment in primary school
education comparing urban slum, urban non-slum and rural children shows that
enrolment is higher in urban non-slum children than in urban slum, and is higher
in slums than in rural areas (Mugisha, 2006). The study highlights the factors
contributing to these results as poor quality of primary schools in the slums,
limited access to secondary schools for the slum children, disabling environment
at home and increased child labor. However, his study did not focus on factors
influencing pre-school enrolment in relation to parental income. The contention of
this study was to establish the relationship between parental income and
enrolment in pre-school.
According to Bantu (2003), poverty affects students' absenteeism enrolment in
Kenya, especially female students. Students are withdrawn from school so that
they earn money for the family; some become house girls and homeboys, hotel
attendants, matatu touts, handcart drivers and even help on other activities at
home which contribute to family income (Buchmann, 2002). Due to poverty in
Kenya, many parents fmd difficulties in paying school levies and buying school
uniform. This makes them to withdraw their children from school; hence many
children from poor and unenlightened homes are persistently absent, retained in
classes and subsequently drop out of school.
32
Another study in Kenya by Mugisha (2006) found that children of primary school
going age (6 - 13 years) had better enrolment levels in urban areas than in the
rural areas. This could be explained by the assumption that urban areas are well-
serviced by the social services including the schools. It also found that school
enrolment varies with age increasing from age six to peak at 10 - 11 years.
However, his study did not document the relationship between parental level of
education and grade retention and ECDE enrolment.
Further in Kenya Gertrude et al (2008) found that slightly more than half of the
household members had no formal employment but worked on their own farms.
Their monthly household incomes ranged from a minimum ofKsh 1,550 ($ 24.2)
to a maximum ofKsh 5,500 ($ 85.9) and a mean Ksh 2,000 ($ 3l.25). The study
was basically the income level in Lambwe. It attributed the low income level
probably to be due to low education and occupation status with meagre returns.
The study however did not establish whether there is a relationship between low
enrolment and retention.
According to the ECDE situational analysis (2008) which is the same year this
was conducted, it revealed that enrolment rate was between 20-30%. The two
separate studies failed to harmonize whether it was low income level of parents
that caused low enrolment and retention in ECDE centres of children. This is what
the study is set to investigate. The parent's level of income was looked at as a
strong determinant of enrolment and retention of ECDE learners in Lambwe
Division.
33
2.5 Summary of Literature Reviewed
From the foregoing literature however, it has been clear that many studies done on
the influence of parental socio-economic status on enrolment and retention of
children in early childhood development and education centres have failed to
satisfactorily establish the relationships between the specific parental socio-
economic aspects as per the purpose of this study.Despite the fact that many
studies have been carried out to identify the factors related to the low ECDE
enrolment and higher grade retention, the problem is still unsolved. Many studies
in Kenya, Africa, and other parts of the world reveal inconsistent findings about
the factors associated with pre-school grade retention and enrolment. Hence this
study sought to ascertain these findings. Owing to these shortcomings, the study
in depth attempted to establish how parental socio-economic status influence
enrolment and retention of early childhood education.
34
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter explains the research design that was used for the study, the variables
under study, the location where the study was carried out, the target population of
the study, sampling technique, sample size, the research instruments used in the
study, reliability and validity of the instruments, data collection techniques, data
analysis, data collection procedures and ethical considerations of the study.
3.2 Research Design and Locale
The study used descriptive survey and correlation designs. According to Mugenda
and Mugenda (2003), descriptive survey is a method of collecting data in order to
answer questions concerning the current status of the problem under study. This
involved systematic empirical enquiry in which the researcher had no direct
control of the independent variables because the manifestation had already
occurred. Descriptive survey was more appropriate because the research did not in
any way manipulate the variables and the design had the ability to gather data
from a large sample hence become economical. Correlation research design was
also used to discover the predictive relationship and the degree of association
among variables. The choice of the design was based on its ability to explore the
correlation relationships among variable that cannot be manipulated
experimentally (Orodho, 2009). It was also suitable because the study was
attempting to compare different variables.
35
3.2.1 Variables
The study investigated the dependent and independent variables described below.
3.2.2 Independent Variables
Independent variables were parent's SOCIO economic status and were
conceptualized as follows:
i) Parents' Level of Income
Parent's level of income was investigated in terms of; ability to pay school fee,
ability to support school programmes and average monthly income specifically
categorized as. Below 1500 [very low] 1500-1999 [low] 2000 - 5500 [medium]
5501 and above [high]
ii) Parents' Education
The level of education of parents was measured in terms of; the highest academic
qualification attained (Below primary, primary, high school, higher college and
university)
iii) Parents' Occupation
Parent's occupation was measured in terms of; the type of job a parent has
whether
Highly skilled with high level of education (White collar job), Semi-skilled jobs
and peasant
36
3.2.3 Dependent Variables
The dependent variables are pre-school enrolment and retention of children in
Lambwe Division, Mbita District. Enrolment and retention was determined by
responses received from parents and quality assurance and standards officers at
the division. Parents were asked whether they enrolled children in early childhood
education centres and they were also required to respond to items as to whether
there was a relationship between their socio-economic status and enrolment and
retention. This was determined by computing the percentages of eligible children
who were enrolled for early childhood education but were made to repeat one of
the grades.
3.2.4 Location of Study
The research was carried out in Lambwe Division, Mbita District, Kenya.
Lambwe division is one of the five Divisions of Mbita Distrct. It was purposively
selected being one of the areas with low pre-school enrolment where only 50.14%
children are currently attending ECDE, (Lambwe Area Education office 2013).
The enrolment figure by percentage show that almost half of the children are not
. attending ECDE. This has informed the choice of the study location.
3.3 Target Population
A population refers to an entire group of individuals, events or objects having a
common observable characteristic (Mugenda and Mugenda, 1999). The target
population for this study was all ECDE parents (300) the target population was
retrieved from the situational analysis conducted by an NGO known as APHIA
37
Nyanza in the year 2012 which was done in order to identity children to be
enrolled in their Orphan and Vulnerable Children (OVC) care programmes and
mostly children between 3-6years. The records were available in their two liaising
Community Based Organization (CBOs) identified as Bedie in Lambwe West and
Lak Nyiero in Lambwe East. The study also targeted the two quality assurance
and standards officers in Lambwe Division.
3.4 Sampling Techniques and Sample size
Sampling is the procedure a researcher uses to gather people, places or things to
study. It is the process of selecting a number of individuals or objects from a
population such that the selected group contains elements representative of the
characteristics found in the entire group (Orodho and Kombo, 2002). In order to
obtain the sample size, various sampling procedures were involved as explained
below.
3.4.1 Sampling Techniques
The study used cluster random, simple random and purposive sampling
techniques in obtaining the required sample size. Purposive sampling technique
was used to select QASOs from the two locations in the divisions. This was
because they were in good position to give important information in relation to
ECDE enrolment and retention trends. Cluster random sampling was used to
select parents from the two geographical locations. This ensured that there was a
fair representation of parents from every location. This involved dividing all the
ECDE parents in the division into two clusters (geographical locations) and then a
38
random sample of parents was taken from every location in their proportion. This
ensured that the two locations were represented in the study in their proportion
(Mugenda and Mugenda, 2003). The main purpose of simple random sampling
was to have a good sample representative of the entire population. This ensured
that the sample yields research findings that can be generalized to a large
population with margin errors that can be determined statistically.
3.4.2 Sample Size
The sample of the study consisted of 169 parents with ECDE children from a
target population of 300 parents and 2 Quality Assurance and Standard Officers in
the division. According to Krejcie & Morgan (1970) a sample size of 169
(56.33%) from a target population of 300 is appropriate for descriptive studies
when level of confidence is 95% and margin of error is 5%. Total sampling
method was used to sample the Two Quality Assurance and Standard Officers in
the division.
3.5 Research Instruments
The main instrument of data collection was a questionnaire for parent. The
questionnaire was semi-structured. The questionnaire was appropriate for this
study since it helped in collecting a lot of data in a short period.
3.5.1 Piloting Study
The pilot study was conducted to ten parents to a certain the validity and the
reliability of the instruments.
39
3.5.2 Validity of Instruments
Validity is the extent to which the instrument measures what it is designed to
measure (Weirsma, 1995). According to Gay (1997), content validity is
established by an expert. The researcher therefore consulted his supervisors to
approve the content of the instruments.
3.5.3 Reliability
A reliability test is a method of fmding out if an instrument produces consistent
results. To check for consistency in their content, the test-re-test method was used
to determine the reliability of the instrument. The developed questionnaires were
administered to 10 piloted parents at an interval of one week. The scores of each
administration were recorded separately. Pearson's product moment formula was
used to calculate the correlation coefficient between the tests. The test analysis
yielded a correlation coefficient of 0.92 for objective one, four and six while the
correlation coefficient was 0.88 for objective two, three and five, which meant
that the instrument was reliable since the average general correlation coefficient
was 0.90.
3.6 Data Collection Techniques
The researcher first got introductory letter to carry out the study from Kenyatta
University which enabled the researcher to apply for a research permit from the
National Commission for Science, Technology and Innovation. This permit
enabled the researcher to get permission from the County Commissioner and the
Director of Education Homa Bay County, District Education Officer and the two
40
chiefs in Lambwe Division. With the help of the local leaders (the village elders),
participants were selected. Respondents were informed on the importance of the
study and were assured verbally of confidential treatment of information
provided. The researcher booked appointments with the two QUASOs in order to
avoid missing them in their offices. The interviews were tape recorded and
replayed during data processing and analysis. Most of the data was collected
during the weekend since that was when most parents were at home. The parents
who knew how to read and write the questionnaires were left with them and were
instructed on how to fill them. The questionnaires were then collected back after
seven days. The parents who did not know how to read and write were helped by
the researcher and his assistants.
3.7 Data Analysis
Data analysis process involved summanzmg large quantities of raw data,
categorizing, rearranging and ordering data. The process of research outcome
started by editing the data collected so that what has little relevance was ignored.
Then the data was organized according to the objectives and hypothesis.
Data collected was both qualitative and quantitative. With the qualitative data, the
researcher used the analytical technique including; quick impressionistic
summary, thematic analysis and content analysis. With quantitative data
descriptive and inferential statistics were used to analyze the raw data.
Quantitative data was first coded and entered into the computer for analysis using
the Statistical Package for Social Sciences (SPSS) version 11.0.The descriptive
41
statistics used included frequency counts and percentages. The purpose of
descriptive statistics was to enable the researcher to meaningfully describe a
distribution of scores or measurements using a few indices (Mugenda and
Mugenda 1999). This enabled the researcher to transform large groups of data
into a more manageable form that was easy to understand and interpret (Mbwesa
2006). The inferential statistics used were chi-square and Pearson's product
moment correlation coefficient. For the reliability of the instruments during
piloting the Pearson's product moment was administered to determine the
correlation coefficient of the instrument used and chi-square was administered to
test the following research hypothesis that stated:
HOl There was no significant relationship between parents' level of income
and enrolment of children in EDCE centres.
H02 There was no significant relationship between parents' level of income
and retention of children in EDCE centres.
H03 There was no significant relationship between parental level of
education and enrolment of children in ECDE centres.
H04 There was no significant relationship between parental level of
education and retention of children in ECDE centres.
HOs There was no significant relationship between parents' occupation and
enrolment of children in ECDE centres.
42
H06 There was no significant relationship between parents' occupation and
retention of children in ECDE centres.
All statistical analyses and hypotheses testing were tested at 0.05 significant
levels. The results were summarized using frequency tables, bar graphs and pie
charts.
3.8 Logistical and Ethical Considerations
After approval of the research proposal by the supervisors, the researcher sought
permission from Kenyatta University. The researcher informed all the necessary
authorities of the intention to conduct a research and booked the appointments
with them. The researcher then informed the participants that the information
given was to be treated with a lot of confidentiality. The researcher did not collect
personal details like names and telephones numbers in order to ensure non-
disclosure of identity. The parents with pre-school children were also requested
to fill the questionnaires which were later collected by the researcher after seven
days. The researcher then arranged with the QASOs to avail themselves for the
interview.
43
CHAPTER FOUR
FINDINGS, INTEPRETATION AND DISCUSSIONS
4.1 Introduction
This chapter presents the results of the research findings, their interpretation and
discussion. The organization of this chapter is based on the objectives and the
hypotheses that guided the study. The objectives that guided the study were to:
i) Determine the relationship between parents' level of income and
enrolment of children in ECDE centres.
ii) Determine the relationship between parents' level of income and retention
of children in ECDE centres.
iii) Find out the relationship between parental level of education and
enrolment of children in ECDE centres.
iv) Find out the relationship between parental level of education and retention
of children in ECDE centres in.
v) Establish the relationship between parents' occupation and enrolment of
children in ECDE centres.
vi) Establish the relationship between parents' occupation and retention of
children in ECDE centres.
The hypotheses tested were as follows:
i) Hol There is no significant relationship between parents' level of
income and enrolment of children in EDCE centres.
44
ii) Ho.2 There is no significant relationship between parents' level of
income and retention of children in EDCE centres.
iii) Ho.3 There is no significant relationship between parental level of
education and enrolment of children in ECDE centres.
iv) Ho.4 There is no significant relationship between parental level of
education and retention of children in ECDE centres.
v) Ho.5 There is no significant relationship between parents' occupation
and enrolment of children in ECDE centres.
vi) Ho.6 There is no significant relationship between parents' occupation
and retention of children in ECDE centres.
The results are presented in either tables or figures. The chapter begins by
providing the methods of data analysis then general and demographic information
about the respondents which included; response rate, gender and marital status
and lastly descriptive and inferential analysis of hypothesis.
4.1.1 Methods of Data Analysis
Data were collected from 169 parents and 2 QASOs in Lambwe division, Mbita
District. Some of the questionnaires were incorrectly filled so they were not used
during data analysis this was 3.6% of the total parents' questionnaires distributed.
Interview schedule was also conducted for quality assurance and standards
officers (QASOs) to determine school enrolment and retention. Data collected
was both qualitative and quantitative. With qualitative data, the researcher used
45
the analytical technique including; quick impressionistic summary, thematic
analysis and content analysis. With quantitative data, descriptive and inferential
statistics were used. Quantitative data was first coded and entered into the
computer for analysis using the Statistical Package for Social Sciences (SPSS)
version 11.O.The descriptive statistics used included frequency counts and
percentages and inferential statistics used was chi-square test.
4.2. General and Demographic Information
The general and demographic information included; the research subject's
response rate, gender, marital status and their feedback on the status of children's
enrolment and retention status.
4.2.1 General Information
This section presents the finding on questionnaire return rate, interview turn outs
and the age and time of the year when children first join the ECDE centres.
4.2.1.1 Questionnaire Response Rate
The number of respondents that were targeted in the study was 171. The table
below presents the response rate.
46
Table 4.1 Questionnaire Response Rate
NO. Respondents Sample size Number of Response
Respondents rate (%)
1 ECDE PARENTS 169 160 94.67%
4 QASO 2 2 100%
Total 171 162 94.74%
Table 4.1 indicates that 169 ECDE parents were targeted for the study and almost
all of them returned their questionnaires (94.67%) for analysis. It is also noted
that all (100%) of the two targeted QASO respondents for the interview.
4.2.1.2 The Age At Which The Children First Join ECDE Centres
The parents were asked to indicate the age at which they first take their children
to join the ECDE centres, their results are summarized in Table 4.2.
Table 4.2 The Age At Which Children First Joined ECDE Centres
Frequency Percent(%) No of children
Below 3years 15 9.38% 17
3years 100 62.5% 173
4years 30 18.75% 35
5years 10 6.25% 12
6years and above 5 3.13% 10
Total 160 100 247
47
Table 4.2 indicates that majority of children (62.5%) are enrolled at the ECDE
centres at the age of 3 years which is the recommended age for joining baby class
while 18.75%, 6.25% and 3.13% of the children are enrolled at 4, 5 and 6 and
above 6 years respectively. At the same time 9.38 % of the children are enrolled
when they are below 3 years.
4.2.1.3 The Time Of The Year When The Children Join ECDE Centres
The parents were asked to indicate the time of the year when their children first
join the ECDE centres; their results are summarized in Table 4.3 as follows:
Table 4.3 Time When Children Joined The ECDE Centres
Time when children joined the ECDE Frequency Percent of
centres children
Beginning of term one 105 65.63%
Beginning of term two 30 18.75%
Beginning of term three 10 6.25%
Anytime in the middle of the term 15 9.38%
Total 160 100%
Table 4.3 indicates that majority (65.63%) of children are enrolled at ECDE
centres at the beginning of the year while 18.75%, 6.25% and 9.38% of the
children are enrolled during the beginning of second, third term and anytime in
the middle of the term respectively.
48
4.2.2 Demographic Data
This section presents data on the sampling units that were captured during the
study that included gender, marital status and parental level of education, income
and occupation.
4.2.2.1 Gender of Parent Respondents
The parents were asked to indicate their gender in the parent's questionnaire; their
results are summarized in Table 4.4.
Table 4.4 Parents' Gender
Response Frequency Percentage Cumulative
Percentage
Male 70 49% 49%
Female 90 51% 100%
Total 160 100% 100%
Table 4.2 indicates that 49% of the respondents were male while 51% of them
were females. This means that there were slightly more females respondents than
males.
4.2.2.2 The Marital Status of Parents
The parents with ECDE children were required to indicate their marital status.
The results are summarized in Figure 4.1.
49
• Married
.Singles
Figure 4.1 Parents' Response Rate in terms of Marital Status
From figure 4.2, it is evident that majority of the respondents were single
comprising of 81.25% and only 18.75% were married. The single parents
comprised a larger percentage possibly because it was a combination of both
parents who are unmarried but have children and those who are widows and
widowers. The number of widows and widowers is probably high due to the high
mv/AIDS prevalence rate in Lambwe Division.
4.2.2.3 The Parents' Highest Level of Education
The parents with ECDE children were required to indicate their highest level of
education. The results are summarized in table 4.5 as follows.
50
Table 4.5 Highest Level of Education amongst Parents
Parents' level of Education Percent
Below primary 2.5%
Primary 53.13%
High school 18.75%
Higher 15.62%
College 6.25%
University 3.75%
From table 4.5, it is evident that the majority of parents have primary level as
their highest level of education (53.13%) while very few parents had low level
colleges, university and below primary school as their highest level of Education
(less than 10% ofthe total parents).
4.2.2.4 The Occupation of Parents
The parents with ECDE children were required to indicate their occupation. The
results are summarized in figure 4.2.
51
The percentage (°0) of parents
• White collar job
• Semi-skilled jobs
• peasant
Figure 4.2 Parents' Occupation
Figure 4.2 indicates that majority of the parents were peasants (65.63%) and only
25 % had semi-skilled jobs while 9.38% had white collar jobs.
4.2.2.5 Parental Level of Income
The parents with ECDE children were required to indicate their level of income
per month. Their response rates are summarized in table 4.6.
Table 4.6 Income Level of Parents
Parental Income per month Frequency Percent of parents
Below 1500 30 18.75
1500-1999 40 25
2000-5500 70 43.75
5501 and above 20' 12.5
Total 160 100
52
From the Table 4.6, It is noted that the majority of parents (43.75%) earn between
sh 2000- 5500 per month while only less than one fifth of the parents earn less
than sh. 1500 and above 5501.
4.3 The Findings on Parents' Level of Income and Enrolment of Children in
ECDE Centres
Section 4.3 present the results based on the first objective for this study which
was to determine the relationship between parents' level of income and
enrolment of children in ECDE centres and test whether there was any significant
relationship between parents' level of income and enrolment of children in EDCE
centres.
4.3.1 Parents financial ability to Support the ECDE Programme
In order to achieve the objective; parents were to respond by indicating the
extents to which they agreed or disagreed with the statement whether their ability
to support the ECDE programme was limited by their financial Incapability. The
parents' responses are summarized in Table 4.7
53
Table 4.7 Ability of Parents to Support ECDE Programme
The parents' Frequency Percentage No of children % of eligible
Response of parents enrolled in children who
ECDE centres not are
enrolled at
ECDE
centres
Strongly agree 10 6.25 15 10.2%
Agree 80 50 155 13.6%
Disagree 30 18.75 34 37.9%
Strongly disagree 40 25 43 45.6%
Total 160 100 247
From table 4.7, majority of parents ( 56.25 %) were not able to support the to
support the ECDE programme due to limited financial ability and only 43.75 %
were able to support the programme.
4.3.2 The Relationship between The Parents' Ability to Support The ECDE
Programme and the Percentage (%) of Eligible Children Enrolled At ECDE
Centres
The ECDE parents were required to indicate the number of their children enrolled
at ECDE centres and number of eligible children they had that should be enrolled
at the ECDE centre. This was compared respectively with their ability to support
the ECDE programme. The results are represented in the figure 4.3.
54
• % of eligible children who
arc enrolled in ECDE
centres
• Percent of parents
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00% -¥--==:....,----=:=::;;..,---:=.;;;::::...,,-"='-=--r
Figure 4.3 Relationship between Parents' Ability and Enrolment of Eligible
Children in ECDE Centres
Figure 4.3 indicates that the percentage of children enrolled at ECDE centres is a
function ofthe parents' ability to support the ECDE programme since as parents'
ability to support the ECDE programme improves, the higher the percentage of
their eligible children enrolled improve as from as low as 10.2% to the highest
recorded enrolment of 45.60%.
4.3.3 The Frequency at Which the ECDE Children are Sent Home For
School Fees and Parents' Percentage of Eligible Children Not Enrolled In
ECDE Centres
The ECDE parents were required to indicate the frequency at which the ECDE
Children are sent home for School fees. This was compared respectively with the
parents' number of eligible children NOT enrolled at ECDE centres. The results
are represented in Figure 4.4.
55
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00% -¥--====-,.---':==..,.--==;:;:...,----..:==-(
never
• Percent of parents
• % of eligible children who are
NOT enrolled at E(DE centres
Very often Often Rarely
Figure 4.4: Frequency ECDE Children Sent Home due to School Fees and
enrolment of Children in ECDE Centres
Figure 4.4 indicates that majority of parents (43.75%) whose children are very
often sent home for school fees had the highest percentage of eligible children
who were NOT enrolled at ECDE centres (13.27%). The percentage of parents
whose children are often, rarely and never sent home for school fees (21.88%,
18.75% and 15.63 %) had fewer (10.24%, 5.12%and 2.24%) of eligible children
who were NOT enrolled at ECDE centres respectively. This result implies that the
eligible children who are NOT enrolled at ECDE centres are influenced by the
frequency at which the ECDE children are sent home for school fees.
56
4.3.4 The Relationship between Parental Income per Month and ECDE
Enrolment
The QUASOs were interviewed and seemed to affirm that there was relationship
between parental income level and ECDE enrolment as one was quoted saying "A
number of parents may be afraid of enrolling their children in ECDE centres
because they fmd it financially committing." The parents were required to
indicate their income per month. This was compared with the parents' number of
eligible children who were enrolled at ECDE centres. The results are presented in
Table 4.8.
Table 4.8 the Relationship between Parental Income per Month and
Enrolment
Parental Frequency Percentage No of Percentage of
income per of parents children eligible children
month enrolled in who are enrolled
ECDE in ECDE centres
centres
Below 1500 30 18.75 31 32.2%
1500-1999 40 25 58 66.7%
2000-5500 70 43.75 130 88.8%
5501 & 20 12.5 28 92.6%
above
Total 160 100 247
57
From Table 4.8, it is noted that the majority of parents (43.75%) earned between
sh 2000- 5500 per month. The findings further indicate that the percentage of
eligible children who were enrolled in ECDE centres were influenced by a
parents' income per month i.e. the higher the income the higher the percentage of
eligible children who were enrolled in ECDE centres. Therefore, it is evident that
parental income has a positive relationship with ECDE enrolment since as
parental monthly income increases, the percentage of eligible children who are
enrolled in ECDE centres also increases.
4.3.5 The Chi-Square Tests of the Relationship between Parental Income and
Enrolment
To find out whether or not there was a significant relationship between parents'
level of income and enrolment of children in EDCE centres, the chi-square test
was administered and the result is presented in Table 4.8 as shown below.
Table 4.9 Chi-Square Test for Parental Income and Enrolment
Value Df Asymp. Sig. (2-
sided)
Pearson Chi-Square 18.736a 4 .001
Likelihood Ratio 22.259 4 .000
Linear-by-Linear Association 1l.446 1 .001
N of Valid Cases 160
58
Table 4.9 shows the result from the Pearson Chi-square test: the Chi-square
statistic (18.736), degrees of freedom (4) and associated p-value (0.001) are
given. The p-value from the test is 0.001 which means that the test statistic is
significant at the 5% level. There is therefore evidence to state that there is a
significant relationship between parental income and the children's enrolment in
ECDE centres hence we reject the null hypothesis.
From the current finding, there is sufficient evidence to state that family income
have positive effect on school ECDE enrolment. Hence, children whose parents
have less income were less likely to be enrolled at the ECDE. Parents with higher
income were more involved in their children's schooling thus they enrol their
children for ECDE education.
These findings also conquer with, those of a study conducted in America by
Phillips & Adams (2002) that established a strong positive correlation between
parental income and pre-primary school's enrolment. These results were also
supported by Grantham-McGregor et al. (2007) who estimate that 217 million
children under the age of 5 are disadvantaged and are affected by poverty in
Africa which affects the ECDE programmes.
Bantu (2003), further shows how poverty affects students' enrolment in Kenya,
especially female students. The study indicated that children from poor family
backgrounds were frequently withdrawn from school so that they earn money for
the family which reduced their chances of being enrolled at school.
59
On contrary, the current study fmdings indicate that about 8% of the children
from higher socio-economic status ( monthly earning of above 5500) were not
enrolled at any ECDE centre and 68 % of children from low socio-economic
status ( family income below 1500) were not enrolled at any ECDE centre. These
percentages are higher when compared with a study conducted in Cote d'Ivoire
that indicated that the attendance and enrolment at pre-school programmes varies
from close to zero for children in the wealthiest households while 20% of the
poorest homes were not enrolled for pre-school education.
This is an indication the enrolment rates are low in Kenya when compared with
Cote d'Ivoire. Also in Ghana's national attendance register, an average rate of
52% of eligible children are enrolled at ECDE centres, but children from the
wealthiest homes are almost four times as likely as poor children to attend an
early learning programme. Although the fmding was attributed to limited
availability of early childhood facilities near the home (Checchi & salvi, 2010).
The findings also indicated a negative correlation between the probability of
enrolment and low income jobs.
4.4 The Findings on Parents' Level of Income and Retention of Children in
ECDE Centres
The second objective for this study was to determine the relationship between
parents' level of income and retention of children in ECDE centres which
involved testing whether or not there was a significant relationship between
parents' level of income and retention of children in EDCE centres.
60
In order to achieve the objective, parents were thus required to indicate their
income per month and number of their children who were retained in one or more
of the ECDE classes .. The two results were respectively compared and the results
are represented in the Figure 4.5 below.
25.00% 22.20%
20.00%
15.00%
10.00%
5.00%
0.00%
Below 1500-1999 2000-5500 5501 and
1500 above
• Percent of children who are
Retained in one of the ECDEclass
Figure 4.5: Parental Income and Retention of Children in ECDE centres
Results in Figure 4.5 indicate that grade retention is a function of parental income
since as the level of the family income increases the percentage of children
retained in a given ECDE classes decreases respectively. Likewise in the
interview with the QUASOs both of them agreed that the lower the level of family
income the higher the chances of a child from that family getting retained in a
given ECDE class as one of the officers was quoted saying "A child who is
frequently sent home for school fees misses many lessons and is likely to repeat a
grade."
61
4.4.2 The Chi-Square Tests of the Relationship between Parental Income and
Retention
To fmd out whether or not there was a significant relationship between parents'
level of income and retention of children in EDCE centres, a chi-square was
administered. The result is presented in Table 4.9 as follow:
Table 4.10 Chi-Square Test on The Relationship between Parental income
and Retention
Asymp. Sig.
Value Df (2-sided)
Pearson Chi-Square 52.117a 4 .000
Likelihood Ratio 58.321 4 .000
Linear-by-Linear Association 39.935 1 .000
N of Valid Cases 160
Table 4.10 shows the result from the Pearson Chi-square test: the Chi-square
statistic (52.117), degrees of freedom (4) and associated p-value (0.000) are
given. The p-value from the test is 0.000 which means that the test statistic is
significant at 5% level of significance. There is therefore evidence to state that
there was significant relationship between retention and parental income hence we
reject the null hypothesis.
The current finding is supported by a study in USA by Jill & Stephen (2014)
which indicated that early grade retention in Los Angeles is higher among
children from low income families than those children who came from higher
income families. Similarly Robert & Marion (2014) indicated that parental
62
income had a strong influence on academic performance, school enrolment and
grade retention in schools. On the contrary, a study done by Cogneau et.al. (2006)
across Sub-Saharan African countries entitled "Inequalities and equity ill
Africa". The countries they surveyed were Cote'dIvore, Guinea, Ghana, Uganda,
and Madagascar. In their survey, they found that the probability of children
having attended school before nine years of age in these countries was more based
on a combination gender of the child, the parental resources and place of
residence.
4.5 The Findings on Parental Level of Education and Enrolment of Children
in ECDE Centres
The third objective for this study was to determine the relationship between
parents' level of education and enrolment of children in ECDE centres and test
whether or not the!e was a significant relationship between parents' level of
education and enrolment of children in EDCE centres. The parent's responses on
their highest level of education and the ECDE children's enrolment are presented
in Table 4.10. In an interview with Quality Assurance and Standards Officers both
of them seemed to be of a contrary opinion that there was relationship between
parents level of education and enrolment of children in ECDE centrers one of the
officers remarked that "some parents with very low levels of education are even
more committed in their children's schooling I mean enrolment than the highly
educated ones."
63
Table 4.11 Parents' Highest level of Education and Percentage of Children's
Enrolment
Parental Percentage Percentage Percentage of children
level of of parents of children NOT enrolled at any ECDE
Education enrolled in centre
ECDE
centres
Below 2.5% 77.78% 22.22%
pnmary
Primary 53.13% 83.7% 16.30%
High school 18.75% 87.36% l2.64%
College 6.25% 92.31% 7.69%
University 3.75% 93.33% 6.67%
Table 4.11 indicates that majority of parents (53.13%) had primary education as
their highest level of education, parents with below primary as their highest
Education had the Highest percentage (22.22%) of children NOT enrolled at any
ECDE centre while parents with university had the highest percentage(93.33%) of
children enrolled at ECDE centre. Hence, it can be concluded that there is a
positive relationship between parental level of education and ECDE enrolment.
4.5.2 The Chi-Square Test on the Relationship between Parental level of
education and Enrolment
The third hypothesis tested whether there was or no significant relationship
between parental level of education and enrolment of children in EDCE centres.
The data related to the two variables were coded and then analysed. The chi-
square printout is represented in Table 4.11 shown below.
64
Table 4.12 Chi-Square Test on Relationship between Parental level of
Education and ECDE Enrolment
Asymp. Sig. (2-
Value Df sided)
Pearson Chi-Square 18.399a 4 .001
Likelihood Ratio 19.136 4 .001
Linear-by- Linear Association 14.280 1 .000
N of Valid Cases 160
Table 4.12 shows the result from the Pearson Chi-square test: the Chi-square
statistic (18.399), degrees of freedom (4) and associated p-value (0.001) are
given. The p-value from the test is 0.001 which means that the test statistic is
significant at the 5% level of significance. There is therefore evidence to state that
there is a significant relationship between parental level of Education and ECDE
enrolment hence we reject the null hypothesis.
The current findings are supported by a study by an Analysis of Data from several
large-scale developmental studies in the US (Duncan and Brooks-Gunn, 1997)
that concluded that maternal education was linked significantly to children's
intellectual outcomes and child's chances of getting enrolled in ECDE centre. At
the same time Swada and Lokshin, (2001) in Pakistan reported consistently that
parents with higher level of education had a good understanding of their parental
roles and responsibilities as outlined in the Children's Act (Republic of Kenya,
2001) that parents are expected to maintain and provide the child with adequate
diet, shelter, clothing, and medical care, including immunization, education and
65
guidance this promoted enrolment at pre-schools. On the contrary a studies in
Botswana, (Chernichovsky, 1990) found that it was the Educational level of the
head of the household that had the greatest impact on whether or not a child was
enrolled in school. According to Willms, (2002) the level of the mother's
education has a more significant role than the father's education more especially
in early child centers school.
In 2005, a Kenyan survey found that most teachers and principals attributed
school enrolment to the low parental level of education. The result further
indicated that parents who were not aware of their responsibilities as parents were
not concerned about the quality of education provided to their children and hence
failed to enrol their children in schools (Republic of Kenya, 2005).
4.6 The Findings on Parental Level of Education and Retention of Children
in ECDE Centres
The fourth objective for this study was to establish the relationship between
parents' level of education and retention of children in ECDE centres and test the
hypothesis whether or not there was a significant relationship between parents'
level of education and retention of children in EDCE centres. The QUASOs
interviewed on whether parents level of education can influence retention of
children in ECDE centres one of the officers said that "every child according to
the government policy is required to progress without being held back in a class,
but there are other factors which come into play like the environmental factors
66
and child's inherited factors not necessarily the parents education." The response
meant that no relationship would be established.
The parent's responses on their highest level of education and the ECDE
children's retention are presented in figure 4.6 as shown below
100.00% -! 93.33'Jloi 92.31% 10
i 87.36%90,00% j-'- 83.70%
I
80,00% ~77.78% _._..-- .._.
i
70.00% +-
60.00% •.....' ..••'-- 53.1
50.00% -----.-
40,00% ..;--1'---
30,00%.,-- -
20,00%
10.00%
0,00%
Below
primary
• Percentage of parents
primary High school low level university
College
• Percentage of children enrolled in
ECDEcentres
• Percentage of children NOTenrolled
at any ECDEcentre
0.
%
• Percentageof children who have
been rentained at any ECDEcentre
levels
Figure 4.6: Parents' level of Education and Retention of Children in ECDE
From Figure 4.6, it is noted that as the level of parental Education is higher, the
percentage of the parents' children retained tend to decrease. Hence it can be
concluded that the rate of children retention in ECDE is a function of parental
level of Education.
67
4.6.1 The Chi-Square Tests of the Relationship between Parental level of
education and retention
The chi-square test was administered to the two variables and the result is
represented in Table 4.13 shown below:
Table 4.13 Chi-Square Test on Parents' level of education and Retention of
Children in ECDE
Asymp. Sig. (2-
Value Df sided)
Pearson Chi-Square 1O.l24a 4 .091
Likelihood Ratio 9.983 4 .l25
Linear-by- Linear Association 6.870 1 .009
N of Valid Cases 160
Table 4.13 shows the result from the Pearson Chi-square test: the Chi-square
statistic (10.124), degrees of freedom (4) and associated p-value (0.091). The p-
value from the test is 0.091 which means that there is a weak relationship between
the parent's level of education and the child's retention at ECDE centres at the 5%
level of significance since P-value is less than 0.1 but greater than 0.05 . Then we
have a weak evidence in favour of the alternative hypothesis that there is a
significance relationship between parent's level of education and the child's
retention at ECDE centres hence we accept the null hypothesis.
68
The current findings are consistent with a study conducted by National
Association of School Psychologists (2013) that revealed that 14% of the
respondents in the Survey stated that parental level of education were not the
main reason for grade retention in schools. This fmding is lower when compared
with the current fmding which indicated that 29.38% of parent agreed that
parental education was the main reason for grade retention.
The current finding are also inconsistent with a study by Cogneau et al (2006) that
revealed that parents who were unskilled and were more often than not of low
educational attainment, take little interest in their children's schoolwork, have
larger families, live in overcrowded homes lacking amenities and tend to send
their children to schools which are ill-equipped. This result in low academic
performance, higher rates of grade retention and higher percentage of their
children not enrolled in schools.
4.7 The Findings on Parents' Occupation and Enrolment of Children in
ECDE Centres
The fifth objective in this study was to establish the relationship between parents'
occupation and enrolment of children in ECDE centres. The relationship was
established by testing the hypothesis whether there was or not a significant
relationship between parents' occupation and enrolment of children in EDCE
centres. The parent's responses on their occupation and the ECDE children's
enrolment are presented are summarized in Table 4.13 as shown below:
69
Table 4.14 Parents' Occupation and Enrolment of Children in ECDE
Response The The percentage The percentage(%) of
percentage (%)of children eligible children not
(%)of enrolled at ECDE enrolled at any ECDE
parents centres centre
White collar job 9.38% 91.43% 8.57%
Semi-skilled 25.0% 84.29% 15.71%
jobs
peasant 65.63% 82.,11% 17.89%
Table 4.14 indicates that the majority of parents were peasants who had at the
same time the highest percentage (%) of eligible children not enrolled at any
ECDE centre. Further, we note that parents with white collar jobs had the highest
percentage (91.43%) of their children enrolled at ECDE centres.
4.7.1 Chi-Square Tests ofthe Relationship between Parental Occupation and
Enrolment
The fifth hypothesis tested whether there was any significant relationship
between parents' occupation and enrolment of children in EDCE centres. In order
to achieve this, a chi-square test was administered. The result is represented in
Table 4.15.
70
Table 4.15 Chi-Square Test Parents' Occupation and Enrolment of
Children in ECDE
Asymp. Sig. (2-
Value df sided)
Pearson Chi-Square 2.392a 2 .302
Likelihood Ratio 2.274 2 .321
Linear-by- Linear Association 1.838 1 .175
N of Valid Cases 160
Table 4.15 shows the result from the Pearson Chi-square test: the Chi-square
statistic (2.392), degrees of freedom (2) and associated p-value (0.302) are given.
The p-value from the test is 0.302 which means that the test statistic is not
significant at the 5% level of significance. There is therefore evidence to state that
there is no significant relationship between the parents' Occupation and their
children's enrolment in ECDE centres hence we accept the null hypothesis.
The current findings indicate that 65.63% of the parents are peasants. This was
supported by a study in Kenya by Gertrude et al, (2008) that found that slightly
more than half of the household members had no formal employment but worked
on their own farms. The monthly household incomes ranged from a minimum of
Ksh 1,550 ($ 24.2) to a maximum ofKsh 5,500 ($ 85.9) and a mean Ksh 2,000 ($
31.25).
The current findings are consisted with a study in Ghana by Checchi & salvi
(2010) that found a negative correlation between the probability of enrolment and
71
low income jobs. Although in Mauritania the results were inconsistent since the
fmdings indicated a positive association between occupation and ECDE
enrolment. The current study is also inconsistent with a study done in the United
States that found that social capital, family income and occupation have positive
effects on school completion, enrolment and retention (WEAC, 2005).
4.8 The Findings on Parents' Occupation and Retention of Children in
ECDE Centres
The sixth objective for this study was to establish the relationship between
parents' occupation and retention of children in ECDE centres. In order to achieve
the objective, the study tested the hypothesis whether or not a significant
relationship between parents' occupation and retention of children in EDCE
centres. Their responses are summarized in Table 4.16 as shown below:
72
Table 4.16 Parents' Occupation and Retention of Children in ECDE
Response The The The percentage The
percentage percentage of of eligible percentage
of parents children children not of
enrolled at enrolled at any children
ECDE centres ECDEcentre retained in
one of the
ECDE
centres
White collar 9.38% 91.43% 8.57% 2.12%
job
Semi-skilled 25.0% 84.29% 15.71% 5.57%
jobs
Peasant 65.63% 82.11% 17.89% 8.91%
Table 4.16 indicates that the peasants had the highest percentage (8.91%) of
children retained at ECDE centres while those with white collar and Semi-skilled
jobs had 2.12% and 5.57% of their children retained in one or more ofthe ECDE
learning class levels respectively.
4.8.1 The Chi-Square Tests for the Relationship between Parental
Occupation and Enrolment
The sixth hypothesis tested whether there was any significant relationship
between parents' occupation and retention of children in EDCE centres. In order
to achieve this, a chi-square test was administered. The result is represented in
Table 4.17
73
Table 4.17 Chi Test on Parents' Occupation and Retention of Children in
ECDE Centres
Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 1.127a 2 .569
Likelihood Ratio 1.097 2 .578
Linear-by- Linear Association .966 1 .326
N of Valid Cases 160
Table 4.17 shows the result from the Pearson Chi-square test: the Chi-square
statistic (1.127), degrees of freedom (2) and associated p-value (0.569) are given.
The p-value from the test is 0.569 which means that the test statistic is not
significant at the 5% level of significance. There is therefore evidence to state that
there is no significant relationship between the parents' occupation and retention
of Children in ECDE centres hence we accept the null hypothesis.
The current fmdings are inconsistent with a study in USA which indicated that
family's social class defmition have an influence on a child's academic
achievement, school enrolment and grade retention of children (Alexander, Karl
L., et aI., 2002). Further, the current fmdings are not supported by McKay (2001)
who indicated that the main predictors of grade retention are based on several
characteristics that include demographics as gender, family income, parental level
of education, parental occupation and proficiency with the English language
74
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
This chapter gives a summary of the fmdings, conclusion, recommendations and
suggestions for additional research areas based on the study findings.
5.2 Summary
The summary of the study was presented in light of the purpose and study
objectives.
The purpose of this study was to examme the influence of parents' SOCIO
economic status on enrolment and retention rates of children in ECDE centres in
Lambwe Division, Mbita District, Kenya. The objectives that guided the study
were to: determine the relationship between parental economic status and
enrolment in ECDE centres, determine the relationship between parental
economic status and retention of children in ECDE centres, find out the
relationship between parental level of education and enrolment in ECDE centres,
find out the relationship between parental level of education and retention in
ECDE centres, establish the relationship between parents' occupation and
enrolment of children in ECDE centres, establish the relationship between
parents' occupation and retention of children in ECDE centres. The study used
descriptive survey and correlation research design in attempt to collect related
75
information. The relevant data was gathered by the use of both questionnaires and
interview schedule. The data was later analyzed according to the objectives and
research hypotheses. Quantitative data was analysed using S.P.S.S. software
programme, computed into statistical measures of central tendency and presented
in Frequency Tables and Figures.
There was evidence of significant relationship between parental income and the
children's enrolment in ECDE centres. The evidence was sufficient to conclude
that the social capital and family income had positive effects on ECDE enrolment.
The findings further indicated that Children whose parents had less income were
less likely to have their children enrolled at the ECDE. The findings further
indicated that Parents with higher socio-economic status have higher, more accurate
knowledge of and involvement in their children's schooling thus they enrolled their
children for ECDE education.
There was evidence of a significant relationship between parental income and
ECDE grade retention. Parents with higher income have enough resources that
enable them play their parental roles and responsibilities as outlined in the
Children's Act (Republic of Kenya, 2001). The findings further indicate that the
parents with higher income maintain and provide the child with adequate diet,
shelter, clothing, and medical care; including immunization, education and
guidance. This promoted academic performance which reduces the chances of
grade retention in school.
76
There was evidence of significant relationship between parental level of
Education and ECDE enrolment. The result further indicated that parents with
lower Education level were not aware of their responsibilities as parents, were not
concerned about the quality of education provided to their children did not enrol
their children in for pre-schools programmes.
There was a weak relationship between the parent's level of education and the
child's retention at ECDE centres. This shows that parents' level of education
cannot be used to predict the retention of children at ECDE centres.
There was sufficient evidence of not any significant relationship between the
parents' Occupation and their children's enrolment in ECDE centres. This means
that a parent's occupation cannot be used to predict the probability of a child's
enrolment for pre-primary education.
The findings indicated that there was not any significant relationship between
parents' occupation and grade retention of Children in ECDE centres.
5.3 Conclusions
The findings of the present study are important for Kenyan Education system due
to the fact that improving school enrolment and reducing grade retention will have
a positive impact on the long persisting challenges facing education sector in
Kenya. In addition, the obtained results could serve as a basis for developing a
hypothetical model for studying the direct and indirect effects of the fore-
mentioned factors on improving the education standards in Kenya. In general,
these fmdings could serve as a guideline for teachers, Educational practitioners
77
and curriculum developers in developing and utilizing Educational policies,
methodologies and activities that could help in improving ECDE Education and
programmes. The study fmdings fmally fill the existing gap in other research
carried out to identify the factor contributing to the existing low enrolment and
high rates of grade retention in pre-primary schools in Kenya. This paves way for
more comprehensive national and 'international research.
5.4 Recommendations
It is the aim of all educational systems and, indeed, all parents, teachers and all
stakeholders in Education at all levels, to seek to improve school enrolment and
reduce repeating of pupils in schools. Based on the fmdings of this study, the
following recommendations are made.
5.4.1 Recommendations for Teachers
The following recommendations were made for teachers that they should:
i) Have school policies on grade repetition, and ensure that the number of
retained pupils is reduced.
ii) Create flexibility of home-school life and parental work.
iii) Ensure that parents are sensitized to enrol their children at the beginning
of term one of the year.
iv) Alternate time for meetings and other involvements.
v) Make their schools a knowledge economy, where locally-available
materials are utilized to create change to all learners from any socio
economic status
78
vi) Motivate learners' performance among which will reduce the chances of
grade retention.
vii) Collect information about parents work setting when enqumng about
children's family and after school arrangement.
viii) Providing a welcoming environment for parents to come and discuss their
children's progress and other matters of concern - through an informal
open door policy, specific open days, parenti teacher meetings, social
events etc.
ix) Encourage involvement of parents from all socio-economic groups III
School Management Committees. This will ensure transparency and open
communication regarding the school budget and expenditures, teacher
recruitment this will ensure fully support of parents in pre-school
programmes.
x) Involving parents III school self-assessments, school improvement
planning and building consensus on key 'quality' indicators for the local
school that will better enable all girls' and boys' enrolment, reduce grade
retention and improve academic performance.
xi) Preschool teachers should regularly assess children's learning and
development to monitor how well they are accomplishing their goals. This
will improve the learners' performance and reduce the chances of grade
retention.
xii) Encourage parents to be involved in their children's education. Because
parents know their children well and can interact with the teacher, there
79
are many things that parents can do to help. It is important for parents,
teachers, and other educational professionals to work together.
5.4.2 Recommendations for parents
i) It is documented in this study that parents with children not attending pre-
schools attributed this to inability to provide for the ECDE programme.
Based on this there is need for parents to recognize that they have the
power, skills and knowledge to support one another through self-help
groups and parent networks instead of waiting for donor support, whereby
they can form committees and mobilize parents and the community to
avail resources for children from families that are identified as not being
able to meet their children's basic needs.
ii) In relation to grade retention, Parents can provide much needed insight
into their children's learning needs, and teachers should encourage parents
to improve their children's performance so as to reduce grade retention by
doing the following:
• Provide a time and a place at home for their child to complete
homework.
• Work with teachers to address the needs of their child and identify
opportunities to enhance learning outside the classroom.
• Discuss concerns as they arise. Parents should inform teachers if
assignments include content that their child does not understand.
This helps teachers provide appropriate instruction.
80
ENYATrA UNIVd\~trY:Jb,'IAR\
• Advocate for their child and share the child's strengths and
aspirations.
• Make sure that their child gets plenty of sleep, eats a nutritious
breakfast, comes to school on time, and receives appropriate
medical care.
5.4.3 Recommendations for the policy makers (Ministry of Education)
i) It was established in this study that many parents (150) attributed low pre-
school enrolment to lack of school fees. Based on this, there is a need for
pre-school education to be subsidized so that parents not taking children to
pre-school can afford to educate their pre-school age children, since it is
not only about the school fees but the uniforms as well as other added
costs to the pre-school parent who is also burdened with other needs at
home.
ii) The county government should consider in their budgetary allocation
funds to send to EeDE centres per child in order to eliminate frequent
sending of children for school fees.
iii) It was established in this study that many parents (55.63 %) of pre-school
age going children did not have basic education. For this reason, the
government needs to reconsider adult literacy programs, and maybe offer
them for free alongside the free primary education so that the large
number of parents without formal education may acquire basic education.
81
iv) There is need by the government of Kenya to sensitize parents and
community on the importance of ECE.
v) The government should extend the policy of free education to cater for
Pre-school children.
vi) Budget allocation to ECE should be increased so as to relieve the
parents/community the burden of financing ECDE centres.
5.4.4 Recommendation for Further Research
In this study a number of issues could not be comprehensively covered because of
a wide range of limitations. For instance, Most of the qualitative data greatly
depended on the parents opinions hence the following recommendations are
made:
1. An additional research should be conducted in another location to confmn
these findings and investigate whether the fmdings have any implications with
Kenyan pupils.
11. A practical research should be done to develop and assess programs for
teachers and school administrators to use in developing, implementing and
improving education standard without the use of grade retention.
Ill. It is recommended that a cross-sectional and longitudinal research be
conducted to analyse the factors influencing school enrolment and grade
retention among lower primary pupils
IV. It is recommended that another study be conducted to expand the current
findings by including a more diverse sample of pupils and teachers across the
82
county that will represent a diversity of cultural background, economic status,
age and gender.
v. A study should be carried to assess the impacts of psycho-social and family
related variables on grade retention among primary and secondary pupils.
VI. This study only investigated grade retention and enrolment in ECDE center.
Future researchers should be extended to include those in upper primary
schools and higher institutions of learning.
Vll. There is need for a study on curriculum issues and education practices that are
leading to high rates of grade retention in primary and secondary schools.
VIll. The study focused only on one district in Kenya. There is need to replicate
this research in other districts to establish other reasons for children's low
enrolment in pre-school and grade retention.
IX. Further studies should be carried out on impacts grade retention on gender
disparities in academic performance in KCSE and KCPE examination.
83
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92
APPENDIX I: QUESTIONNAIRE FOR PARENTS
Read and answer all the questions completely in regard to "Enrolment and
Retention Status in the ECDE Centres," making careful considerations about the
instructions given.
Section A: PERSONAL INFORMATION
1. Please indicate your gender
Male [ ] Female [ ]
2. Marital Status
Married [ ] Single [ ]
3. Do you have children who attend ECDE?
Yes[] No[]
4. If yes in question 3 how many?
1 [ ] 2 [] 3 [] 4 [ ] 5 and above [ ]
5. At what age do your children go to ECDE?
Below 3 years [ ] 3 years [ ] 4 years [ ] 5years [ ] 6 and above [ ]
6. How many of your children aged 3-6 years are Not currently enrolled in
ECDEcentre
1 [] 2 [] 3 [] 4 [] 5 and above [ ]
7. Has any of you child been made to repeat a grade in ECDE centre
Yes [] No []
8. If yes, in question 7 above how many?
1 [] 2 [ ] 3 [ ] 4 [ ] 5 and above [ ]
93
9 When do you enrol your child for the ECDE programme?
At the beginning of term one [ ]
At the beginning of term two [ ]
At the beginning of term three [ ]
Any time in the middle of the term [ ]
Section B: Parental income level and enrolment and retention of children in
ECDE
10. What is your average monthly income in Ksh?
Below 1500 [] 1500-1999 [] 2000 - 5500 [] 5501 and above []
11. My ability to support the ECDE programmes is limited by my fmancial
incapability .
Strongly agree [ ] Agree [] Disagree [] Strongly disagree [ ]
12. My child has been sent home for school fees and stayed at home.
Very often [ ] Often [] Rarely [] Never []
Section C: Parental level of education and enrolment and retention of
children in ECDE
13. What is your highest level of education?
Below primary [ ] Primary [] High school [ ]
Higher level College [ ] University [ ]
94
Section D: Parents' Occupation and Enrolment and Retention of Children in
ECDE
14. Which is your occupation?
White collar job [] Semi-skilled job [ ] Peasant [ ]
95
APPENDIX II: INTERVEW SCHEDULLE FOR QUALITY ASSURANCE
AND STANDARDSOFFICERS
Section A: Enrolment and retention status in the ECDE centres
1. What was the enrolment in early childhood in education centres in your
division the year 2012?
11. What was the enrolment in early childhood in education centres in your
division at the beginning of the year 2013?
iii. According to your latest monthly returns from the ECDE centres what was
the enrolment ofECDE children at the end of the year 2013?
tv. What should parents, teachers, and policy makers do to improve enrolment
at ECDE centres?
v. What should parents, teachers, and policy makers do to reduce the rate of
grade retention?
Section B: Parental economic status and enrolment and retention of children
in ECDE
i) To what extent does parents' economic status influence enrolment and
retention of their children in ECDE centres?
Section C: Parental level of education and enrolment and retention of
children in ECDE
i) To what extent do parents' levels of education influence enrolment and
retention of their children in ECDE centres?
96
Section D: Parents' occupation and enrolment and retention of children in
ECDE
i) To what extent do you fmd parents' occupation affecting enrolment and
retention of children in ECDE centres?
ii) What has the government done to increase enrolment and retention in your
division?
97
APPENDIX III: TRANSMITAL LETTER
KENNEDY OKUMU,
PO BOX 694 - 40300
HOMABAY.
Dear Respondent;
I am a student at Kenyatta University pursuing a Master's Degree in Education in
Early Childhood Education. As part of the academic requirements, I am
undertaking a research study on "parents socio-economic status and enrolment
and retention of learners in ECDE centrer in Lambwe division, Mbita
District". In view of this empirical investigation, may I request you to be part of
this study by answering the questionnaires? Rest assured that the information that
you provide shall be kept with utmost confidentiality and will be used for
academic purposes only.
As you answer the questionnaire, be reminded to respond to all the items in the
questionnaire thus not leaving any item unanswered. Further, may I retrieve the
filled out questionnaire within 5 days from the date of distribution?
Thank you very much in advance.
Yours faithfully
Mr.Okumu Kennedy Oluoch
Thank you.
98
APPENDIX IV: RESEARCH CLEARANCE LETTER FROM KENY ATTA
UNIVERSITY
KENYATrA UNIVERSITY
GRADUATE SCHOOL
[-mail: dt'llrt-gr.11';flW1$;1il!-'1I.n<;.ke
kubpsfa:)'ni1oc.C.91lI
.••••·,Nw,k-y .•tt.:.k~
P.O. Box 43&44, 00100
NAtROm. KENYA
Tel. 020-&704150
Internal Memo
FROM: DI;.£ n Graduate'- h DATE: g '" Jlll zc 14
TO: .Mr.Okumu Kennedy Oluoch REF: r.::=:: I 011ZI I4/ 10
C/o Early Childhood. Studies Department
SUB}ECr; APPROVAL OF PROJECT RESEARCH PROPOSAL======================================~===~=======
ThIS I I nuorm you that Graduate hool Board, at it 111CCtlU30 tit" .Jun •....2014,
approved your Project Reseal' h Proposal for t e Nt.Ed.De~ e entitled, "Influence of
Parentst Socioeconomic Status on Enrollment and Retention of Childnm in £CDE
Centers in Lmnbwe OMsion, Mbita District."
You may now PI" • d \! ith your' na fa colleen n , subject to clearance WIth the
Permanent Seer tDry ••Mmis ry •.,f Higher Edu .anon, Science and Technology.
A.",you "1 bark 011 your data collection, please note lh~tt you wif! be I "3Ilired t ..••subn t
to Graduate chool c mpleted Supervision Traokfn Form per semester. 'J re Izrm has
been developed to replace the Progress Report Forms. The Supervision Tracking forms
"weavailable al lhe University's Website under Graduate School webpage downloads,
JULtAGmJ
fQ8; DEAN. GRADUATE SCHOOL
C. ChllirnUUl P.llrly Childhood SI,udies Department
Supervisors:
l . Dr. Juliet Ntu' 0
-/0 Earlv Childhood tu ties Depart nent
Kenyatbi Unb:ersi~
2. Dr. M, ry Ndani
C/o f..ady Chrldhood Studies Department
J'en.YJ!tbl t,Lniversity
99
APPENDIX V: RESEARCH CLEARANCE LETTER FROM NACOSTI
NATIONAL COMMISSION FOR SCIENCE,
TECHNOLOGY AND INNOVATION
rclcphonc. +2:'~·:()·~~ I.\-l7I.
2241349,310571,2219420
rax: , 2S~ 20318245,318249
Email: secretary@nacosti.90.ke
Website: www.nacostLgo.ke
When replying please quote
ry" FiOOL IIt.alii • louse
t Ihuru I Iighw ay
P.O. Box JOh23·001(,n
\I,IIIWIlI·KI'I'Y,\
Ref: No
\.\CO" it 'I' l-t HLr ,'-,-16
~;"Illh'd~ \ JilIli('h I JkUlllll
~"l1latta I nilc:r,ill
P,(). 1I,,\ -I,X-l-\-(JII!O\)
\ \IIWBI.
RE: In:,,\-:\I{CII .\l {!lUIU! ..\ 110:-"
I ••lhll'.!!I", \,'lIr 'I,!,li,alllll' ior .uuhoruv 1,1,';111'\ out rc-curch 011 "l nflueu,»:
01"1/1'1'1/(\ 1I1(';l/e('IIII1I1I1;1' -tutu« /III enroiuient 1If1(/ retention o! children ill
Ft.Ul: Center» in LllfII!J"'I' Oil'ilio/l, ,l1hi/(( llistric]. .. I ;1111pic:a,c:d I,) inI<lI" i
\,.t! li1.1\ 1(111 helle' h~,'11 ,tlllhl'riA'd t\' umlcrt.rl« rcsc.irch 111 Humahnv ('nil II\I
'11\1:1 p''J'i"t! 'ildlllg 2~n" (Jctuher. 2014,
Y\\i! ;,r, ,1.1, j,,'d 11\ rep,'rl 1<1 the (Oll!ll~ (Hl1IllIj~sillll('r and the ('("Ill!\
nirectur or h!w:a(iotl. 11011I:1/):1,' COIIIII,I kl"lC: ~Illbdl'kill~ on IIw 1',',,';1;',
I'I'<liIY\.
I tl' ( "lIlll) I. ,1Illl'lh'I\1!,I.'r
i he' lI1;1I111 I)Ir~,'''lr \11 I dll,;ni, 11
!1,,1I1.1!l;t1 l "I III I I ,
, I • (It 2(1
100
APPENDIX VI: RESEARCH CLEARANCE LETTER COUNTY
COMMISSIONER
OFFICE OF THE PRESIDENT
MINISTRY OF INTERIOR AND COORDINA TION OF NATIONAL GOVERNMENT
"IckphJIIl:: Homa H.1~ 221 (}·l \1(' ::110 -,'f" x:12491
E-mail' C\;-1l!ll!1:L:lY'~x-;ili_(~!t CJ1)!1
When replyin!: please quote
COU]\;TY COMMISSIONr.R
Ii0MA n,\ Y COUNTY
P O. BOX I - ·lO30{)
IIOMA DA \'
REF: ED.12/1/VOLI/181 zs" September, I 2014
The Deputy County Commissioner
MBITA SUB COUNTY
RE: RESEARCH AUTHORIZATION: KENNEDY OLUOCH OKUMU
This is to confirm that the above has been authorized to carry out research on
"Influence of parents socioeconomic: status on enrolment and retention of
children in ECDE Centres in t.smbwe Division," in our County.
The same to expire on 22nd October, 2014.
Kindly assist him when he comes calling.
oA-
N.K. MUNG'ATHIA
COUNTY COMMISSIONER
HOMA BAY COUNTY
Please note our e-mail address: rt: homnhovtdsvahoa.rnm
101
NYATTA UNIVERSITY LIBRA t