King`Ondu, Lillian Wanza2025-07-252025-07-252025-05https://ir-library.ku.ac.ke/handle/123456789/30840A research project submitted in fulfillment of the requirements for the award of the degree of Master of Education (Educational Administration) in School of Education And Lifelong Learning, Kenyatta University, May 2025 Supervisor: Dr. Daniel Mange MbirithiThis research intended to examine the effect of cultural practices on enrolment and retention of learners in public day secondary institutions in Kwale County, specifically Kinango Sub County. The Government of Kenya aimed at a 100% transition of learners to secondary level of education from 2017 to date. This would see to improved enrolment and retention in secondary institutions. Kinango public day secondary schools in Kwale County experience low enrolment and retention rates of learners. This research concentrated on the cultural practices` that affect enrolment and retention where the objectives included: (i) to examine the effect of initiation on learners` on enrolment and retention in day secondary schools in the study area. (ii) To find out early marriage effect on enrolment and retention of learners in the area of study. (iii) To establish polygamous family setting influence on enrolment and retention. (iv)To determine the effect of livestock farming on enrolment and retention of students in the study area. Early marriage, Initiation, traditional economic activity (livestock farming), and polygamous family setting were the central traditional practices. They were therefore perceived to affect enrolment and retention trends via Albert Banduras Social Cognitive Human Functioning Theory. Through intervening measures, this research conceptualized these practices as independent variables to show improved enrolment and retention. The research did a qualitative and quantitative analysis of the cultural practices effect on enrolment and retention of students in Kinango Sub-County. Qualitative analysis was via content analysis on the data collected to provide insights on patterns in cultural practices. Quantitive analysis was through descriptive statistics achieved via quantifying the measurable enrolment and retention data in percentages and frequencies. The research employed a descriptive survey using interviews on principals and PAs and questionnaires on teachers and students to collect enrolment and retention data. The researcher gathered data on cultural practices from randomly selected schools and participants. Data sampling was achieved by frequencies and percentages analytical statistics. Tables, charts, and graphs were utilized to illustrate the data. The location of the study was Kinango Sub County in Kwale County. The research discussed the suitability of this topic. It covered a population of 21-day public schools, 261 teachers, 21 principals, 21 PA chairpersons and 5,057 students.10% of significant population and 20% of the small population provided the sample size.Therefore,4 principals,4 PAs,26 teachers and 506 students were the sample size which totalled up to 540 respondents. Proper ethical practices like confidentiality and seeking necessary approval from KU graduate school were adhered to. A research permit was granted by NACOSTI upon request. MOE Kinago Sub County also provided permission for the researcher to carry out the investigation within the locality. The study found out that initiation and early marriage affected enrolment and retention due to the challenging family responsibilities installed upon the affected learners and change of behaviour that discouraged participation in education. Polygamous family setting and economic activity limited the income generated in families making them unable to cater for their children`s needs both at home and more so in school. The researcher concluded that the four cultural practices affected enrolment and retention. This study recommended actions that should be implemented to enhance enrolment and retention of the students in Kinango Sub County.enEffect of cultural practices on enrolment and retention of students in public day secondary schools in Kwale County, KenyaThesis