https://repository.maseno.ac.ke/handle/123456789/688 2026-05-15T12:09:12Z 2026-05-15T12:09:12Z ONYANGO, Duncan James https://repository.maseno.ac.ke/handle/123456789/6440 2026-02-17T08:32:30Z 2025-01-01T00:00:00Z

Determination of internal efficiency of education in public primary schools in Trans Nzoia west sub-county, Kenya ONYANGO, Duncan James Education remains the most critical component for economic development and social progression in any society. Governments, policy makers and civil societies have emphasized the need to invest more in education and ensure that systems of education are efficiently managed. Internal efficiency of education in a school is the capacity of the school system to produce graduates in the best way, which is without repetitions and dropouts to ensure resources invested in the learner do not go to waste. Class repetitions, pupil absenteeism are some of the internal inefficiency issues in public primary schools of Trans Nzoia West. Comparing pupil lesson attendance rates in public primary schools in Sub-Counties of Trans Nzoia, pupil lesson attendance was lowest in Trans Nzoia West Sub County. Education Management Information System data kept at Sub County office lacks vital information on survival, repetition and completion rates. The purpose of the study was to determine the internal efficiency of education in public primary schools of Trans Nzoia West Sub County. The specific objectives of the study were; to determine class repetition rate, to find out the class survival rate and to assess the class completion rate in 2018 of 2011 cohort. The study was anchored on transactional-ecological model of development framework. The study used descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers and 57 head teachers. Stratified random sampling was used to select the schools while purposive sampling was used to select 52 head teachers and 66 class 8 teachers. The 367 class 8 pupils from the 5 zones of Trans Nzoia West Sub County were selected using stratified and simple random sampling. Reliability of the instruments was determined through a pilot study carried out with 1 head teacher, 1 class 8 teacher and 7 class 8 pupils per zone in the 5 zones to pre-test the instruments. It was calculated using Pearson’s Product-Moment correlation coefficient. This resulted in a correlation coefficient of r= 0.760, which validated the reliability of the questionnaires used. Experts from the Department of Educational Management and Foundations examined and made adjustments on the items of the questionnaires to enhance face and content validity. Questionnaires were used to collect data from pupils, class teachers and head teachers. In addition, document analysis was used to gather more data. Quantitative data analysis involved descriptive statistics. Frequencies and percentages were tabulated. Cohort analysis was carried out by applying notation for grade survival, grade repetition and completion rates. The study revealed that teachers considered poor parental support as the most important factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary level education by girls. On the issue of class survival rate for 2011 cohort of pupils, it was established that the total number of pupils admitted in class one in 2011 and retained in public primary schools decreases gradually from 2011 to 2018. The study recommends that the school administration should implement early intervention programs targeted at pupils showing signs of low academic performance. These programs could include remedial plan, mentoring, or personalized learning plans to address individual pupil learning needs so as to facilitate 100% transition policy. There is also need of empowering parents to support their children and be involved in the academic activities of their children both at home and at school for better performance. The study was significant in providing data and information on class survival and repetition rates of pupils in public primary schools to guide education managers in Trans Nzoia West in developing strategies to ensure completion of primary education. Master's Thesis

2025-01-01T00:00:00Z ODERA, Phelix Amoke https://repository.maseno.ac.ke/handle/123456789/5954 2023-12-21T15:10:03Z 2023-01-01T00:00:00Z

Selected school based factors’ influence on value addition in secondary education in public secondary schools in Rachuonyo South sub-county, Kenya ODERA, Phelix Amoke Value addition operates on a pretest to post test results scenario to determine the value added by schools to students’ academic progress. When the post test results are lower than the pretest results, value added is negative and when the post test results are higher than the pretest results, value addition is positive. The Kenyan education system, however, solely uses post test results to rank and judge schools at KCPE and KCSE examinations without considering the pretest results. The KCPE scores of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County were 7.392 and 7.632 respectively whereas the corresponding KCSE results were 4.722 and 4.091 respectively. Hence, the need to determine value addition in secondary education of the two cohorts in this region as opposed to ranking of schools, which only consider post test results. Moreover, the post test results of the two cohorts were lower than the pretest results. Hence, the need to examine selected-school based factors’ influence on value addition. The objectives of the study are; to determine value addition of in secondary education of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-County, to examine performance appraisal’s influence on value addition; to examine continuous assessments’ influence on value addition and to examine classroom push and pull factors’ influence on value addition. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The populations for the study were 49 public secondary schools, 49 Deputy Principals, 49 Directors of Studies and 4351 students. Yamane’s formula was used to determine 39 public secondary schools from which 39 Deputy Principals, 39 Directors of Studies were purposively sampled and 780 students simple randomly sampled. Primary data were collected using questionnaires. Secondary data were collected using document analysis guide from 2013 and 2014 form one admission lists and 2016 and 2017 KCSE result print outs. Two experts from the department of Educational Management and Foundations ascertained content validity of the instruments. Reliability was determined using Pearson’s Correlation Coefficient, where p-values of .86 for TPAD tool, 0.79 for questionnaire for CAT and 0.82 for WIHICQ were obtained. The p-values were above 0.7. Hence, the instruments were deemed reliable. Data were analyzed both descriptively (frequencies, percentages and mean) and inferentially (regression analysis) with the aid of Statistical Package for Social Sciences V.21. Findings revealed that TPAD (β=0.364, p=0.008), CA (β=0.154; P=0.034) and CPP (β=0.284, p=0.018) have positive significant relationships with value addition for 2013 cohort. For 2014 cohort, TPAD (β=0.386, p=0.009), CA (β=0.094, P=0.047) and CPP (β=0.109, p=0.031) have significant relationship with Value addition in secondary education. Moreover, findings revealed that school-based factors contributed to 16% variance in academic achievements of 2013 cohort and 17% variance in academic achievements of the 2014 cohort. The findings of the study may be used as a tool for school improvement, checking school progress and accountability. The study recommends: teacher appraisal with multiple continuous classroom observations, continuous assessments with feedback and creation of conducive classroom atmosphere for maximum learners’ academic achievements Master's Thesis

2023-01-01T00:00:00Z OTIENO, Mark Airo https://repository.maseno.ac.ke/handle/123456789/5939 2023-12-21T14:22:01Z 2023-01-01T00:00:00Z

Determinants of dropout and transition rates in public primary Schools in Kisumu East sub county Kenya OTIENO, Mark Airo The government of Kenya re-introduced Free Primary Education in 2003 to enhance access, retention and transition. In Kisumu East Sub County, dropout rate is higher and transition rate lower than the neighboring Sub Counties of Kisumu Central, Kisumu West, Seme, Nyando, Muhoroni and Nyakach. This leads to high wastage of limited educational resources. The purpose of this study was to determine determinants of transition and dropout rates in public primary schools in Kisumu East Sub County. The study was guided by the following objectives: to determine the grade dropout rate in public primary schools in Kisumu East Sub County, to determine the grade transition rate in public primary schools in Kisumu East Sub County, to establish causes of high drop out in public primary schools in Kisumu East Sub County and to determine factors leading to low transition in Kisumu East Sub county. The population consisted of 45 head teachers, 274 teachers and 751 pupils. Saturated sampling was used to select 40 head teachers and stratified random sampling to select 74 teachers and 202 pupils. Descriptive survey research design was used in this study. The instruments that were used in the study were questionnaire, document analysis and interview schedule. Face and content validity of the instrument were determined by supervisors from the department of Education Management and Foundation Maseno University. A pilot study was carried out in four schools and a reliability index of .80 was obtained in head teachers questionnaire and .70 for teachers and pupils questionnaire from test-retest technique. Qualitative data was analyzed into themes and sub themes. Quantitative data was analyzed using descriptive statistics. The study found out that the dropout rate in Kisumu East Sub County was 19.7% and the transition rate is 68.72% in 2020, the leading factor for dropout was the level of family income at 98% and the leading factor for transition was availability of physical facilities at 84%. The study concluded that dropout and transition rates are determined by a range of interacting factors which includes level of family income, orphan hood, level of education of family head, availability of physical facilities, cost of education, enrolment pupil character and pupil attitude. The study recommended cooperation between parents, teachers and the government in order to reduce dropout rate and improve on the transition rate. This study may be of significance to all education stakeholders in Kisumu East Sub County in curbing the challenges of dropout and transition. Master's

2023-01-01T00:00:00Z AHONO, Sophie Maninji https://repository.maseno.ac.ke/handle/123456789/5222 2022-05-09T11:35:02Z 2021-01-01T00:00:00Z

Exploration into effective use of pedagogic approaches and adequacy of activities in teaching and learning resources Used to develop creative writing skills in upper primary classes in Vihiga county, Kenya AHONO, Sophie Maninji Creative Writing (CW) entails the artistic use of written language to conceptualize, explore and record experiences in a unique way. It is a language skill required by a learner for personal and academic development. However, it is highly complex especially to Second Language (L2) learners of English. English is both a subject and a language of instruction in Kenya yet over 62% of learners lack basic writing skills. According to the Kenya National Examination Council (KNEC), learners fail to achieve writing competence at the end of primary course. The performance of CW in Vihiga County, which is measured through imaginative composition writing in Primary schools, has been on a downward trend from 2014 to 2017 compared to the neighbouring counties. Over 60% of these learners score below the pass mark. Despite the complexity of CW and its underperformance, there is a dearth of information on CW in the county. Nationally, research has established that 60 % of teachers find it difficult to teach CW while 75% of learners find it boring. These have implications for pedagogy, learner’s writing enthusiasm and the quality of learning activities which ultimately determine the quality of CW. The purpose of this study was to investigate the effective use of product, process and genre approaches and the quality of activities used in CW pedagogy in upper primary classes. The objectives of the study were to explore the effective use of pedagogic approaches in the development of CW skills, assess the quality of CW activities in English Textbooks and Teachers’ Guides, explore the challenges experienced in the use of CW approaches and to assess the quality of CW in upper primary classes. Archer’s Theory of Reflexivity which views writing as reflexivity, internal and external conversations guided the study. The study used qualitative exploratory research design and the study area was Vihiga County. The data collection tools were Lesson Observation Schedule, Interview Schedule, Document Analysis Guide and a Standardized Test whose validity and reliability were tested through triangulation and rich and thick descriptions. From Class 6-8, 30 lessons in 10 purposively selected schools were observed, 30 teachers interviewed, 80 scripts of purposively sampled Class 8 Standardized Test were analyzed. Class 6, 7 and 8 CW activities in textbooks and Teachers’ Guides were assessed. Data from Interview and documents were analysed thematically. Data from Observation schedules and standardized tests were analysed using content analysis. The key findings were ineffective use of CW approaches due to teachers’ inadequate knowledge of the approaches, low quality and inadequate CW activities in textbooks and Teachers’ Guides. The challenges experienced in the use of CW pedagogic approaches were lack of CW reference materials rich in these approaches, poor grounding in CW in lower classes and inadequate training in CW pedagogic approaches. The quality of CW was low with 70% of learners scoring below the pass mark. The study recommended effective use of CW pedagogic approaches, in-servicing of teachers on CW instruction, reviewing CW activities in pupils’ and teachers’ books and intensifying CW teaching in lower classes. The results are useful to teachers of English and the Kenya Institute of Curriculum Development which reviews the curriculum.

2021-01-01T00:00:00Z MUVANGO, W. Mark https://repository.maseno.ac.ke/handle/123456789/5219 2022-05-09T11:01:21Z 2021-01-01T00:00:00Z

Assessment of integration of e-resources in teaching and learning of English language in public secondary schools In Kakamega county, Kenya MUVANGO, W. Mark Integration of e-resources in education enhanced growth of knowledge based society. It created positive impact on curriculum implementation. Kenya invested in technology considerably with a belief to support and transform pedagogical practices. Despite innovative developments, there was little empirical evidence on use of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Incorporation of e-resources in the curriculum had not reached optimum level in the county. Insufficient attention to e-resources in teacher preparation programs limited their use. These concerns prompted Teachers Service Commission (TSC) to embark on capacity building of teachers for effective utilization of e-resources. The purpose of the study was to assess integration of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Specific objectives of the study were to: examine e-resources available for use in teaching and learning of English language, determine perceptions of principals, teachers and learners on e-resources in teaching and learning of English language, establish teacher preparedness on use of e-resources in teaching and learning of English language and examine e-resource pedagogic methods for use in learning of English language. The study was guided by Bruner’s Constructivism Theory (1990) and adopted descriptive survey design. The study population was 150 principals, 250 teachers of English and 10,000 Form Two students. Simple random sampling method used to select 108 principals, 152 teachers of English and 370 Form Two students. Research instruments included: questionnaires for principals, teachers and students, interview schedule and observation checklist for teachers. Face validity of research instruments was established by judgement of three experts in the Department of Educational Communication, Technology and Curriculum Studies. Reliability of instruments was established through pilot study. The computed coefficients of reliability were 0.85, 0.85 and 0.80 for questionnaires of principals, teachers and students respectively. Data was analysed through descriptive statistics included frequencies, means and percentages. Statistical Package for Social Sciences (SPSS) was used to analyse data. The study found out that e-resources were available but inadequate for frequent use; e-resources ensured understanding of concepts (67.6%) and made learning lively (63%); teachers lacked computer and internet skills (58.3%) and learner-centred method supported with e-resources enhanced learning (72.4%). Based on the findings, the study recommended that Ministry of Education (MoE) should provide adequate e-resources; teachers should use e-resources appropriately to improve learning outcomes; MoE in conjunction with Kenya Institute of Curriculum Development (KICD) should organise refresher courses on e-resources usage and secondary schools should emphasize learner-centred method that uses e-resources in learning process. The study contributed to development of teacher of English in regard to technological innovation in the curriculum. It also provided additional information in formulating policies which will enhance use of e-resources in teaching and learning process.

2021-01-01T00:00:00Z Michael, Bernard. Myers https://repository.maseno.ac.ke/handle/123456789/4365 2022-01-18T12:48:51Z 1997-01-01T00:00:00Z

Perceptions of Relationship between School-Based Management, Program quality and Student Achievement Michael, Bernard. Myers Many claims are made for the burgeoning phenomenon of schwl-based management. In this study , perceptions held by principais and school dismct administrators of relationships between school-based management, the quality of educational programs and student achievement were examined. Data were obtained, as a case study, through the administration of a questionnaire survey to all 21 principals in an Alberta school district. Content, derived from the literanire, focused on influences and impacts of the phenomenon. A purposive sample of 10 principals and district administrators was administered a semistnictured interview, and a document survey and anaiysis were undertaken. Questionnaire content formed the basic structure by which the data from aii sources were analyzed. Fortyeight findings emerged, from which a range of wnclusions was reached. Linkages between school, school district, and provincial policy statements about school-based management demonstrated a focus on the enhancement of student achievement as a process outcorne. P~cipalasn d district administrators were cognizant of the focus. Schwl-based management was exerting a positive influence on the qaty of school programs. Such influence was not uniform, with the nature and degree of the causaiity unclear, although flexibility emerged as one important element. Better resource use, enhanced instructional policy and program initiatives, goal setting , accoun tabili ty , and enhanced professional developmen t also emerged as contributing elements. Little evidence emerged of perceptions of causal linkaging between schoolbased management and student achievement, and resemations were held that such linkages would be established, thereby placing doubt on claims made in the literature. Perceptions emerged that the phenomenon was exerting a positive influence on principals' instructional leadership, notably in sethg and monitoring school-wide academic standards. Time constraints and tensions between managerial and pedagogical roles emerged as major influences on both program quality and student achievement enhancement. The site-specific nature of school-based management and the relatively small size of the school district meant that no claims for generahability were made for the study beyond the research site. Eight recommendations for practice and research in the district were made. These may be usehl for schools and schwl districts contemplating school-bas& management. Donation

1997-01-01T00:00:00Z NG'ONG'AH, Billy. Georqe https://repository.maseno.ac.ke/handle/123456789/4362 2022-01-18T08:41:16Z 2002-01-01T00:00:00Z

An assessment of university English language teacher Education in the light of classroom needs: a case study Of Maseno university NG'ONG'AH, Billy. Georqe This qualitative hybrid study was\ motivated by the frequent and persistent complaints that the standard of expression of the Kenyan Secondary School leaver has continued to decline over the past several years. The study sought to examine university English LanguageTeacher Education (ELTE) programs offered by Maseno University with the view of establishing whether or not the programmes equipped the trainee teachers with the relevant knowledge and skills required to teach English effectively in Secondary schools. One exploratory question guided the research: What discrepancies exist between the secondary School English curriculum and the knowledge and skills requiredto implement it? The research analysed ELTE curriculum documents, course outlines and examination question papers to establish the knowledge and skills developed. These were compared with the English language knowledge and skills supposedly developed at secondary school as revealed by the syllabus and the national examination papers. Secondly, the participating teachers were observed lJsing an adapted criteria teaching the different skills outlined in the syllabus, in order to describe the teaching methods they used. Thirdly, a perception questionnaire was used as an in depth interview schedule to collect the teachers' views about ELTE course content, teaching and assessment methods, and teaching practice. ELTE lecturers were also interviewed using an unstructured interview schedule to obtain their views about ELTE course organisation and student teacher's ability to pursue the courses. Finally, detailed field notes were made concerning the participating teachers' schools. Probing and triangulations were used intensively to determine authenticity, validity, credibility and reliability of the participants' responses. Data obtained from all the instruments, revealed that ELTE programme offered by the university was not sensitive to the teachers classroom needs; in its design and implementation: ELTE did not equip the teachers with the knowledge and skills required to teach English effectively. The research further revealed the teachers worked.jn very deprived circumstances. In all the schools there was a severe shortage of learnlhg resources; in quantity, quality, and variety. Yet some schools experienced serious management problems. The research concluded that the ELTE courses as designed and offered by Maseno University did not adequately prepare the teachers of English to face the challenges of teaching English in Kenya Secondary Schools. Having reached this conclusion the research further observes that there is an urgent need to review ELTE course content, administration, and teaching and assessment methodology. If this is not done, the university will continue to qualify teachers who are not adequately prepared. The problem of declining proficiency in English among secondary school-Ieavers will continue to be a reality. Thesis(PhD)

2002-01-01T00:00:00Z ODHIAMBO, Owino Kennedy https://repository.maseno.ac.ke/handle/123456789/3680 2021-05-07T07:14:52Z 2014-01-01T00:00:00Z

Influence of Free Primary Education Policy On Pupil Participation by Gender in Public Primary Schools In Rongo Sub County, Kenya ODHIAMBO, Owino Kennedy ABSTRACT Countries world over have endeavored to achieve gender equality in education given that it is central in propelling national growth and development. Kenyan Government, in its efforts to attain gender parity and increased access in 2003 implemented the Free Primary Education (FPE) Policy which narrowed gender gap nationally; public primary school Gross Enrolment Rates (GER) in 2010 was 119.8% (119.2% girls; 120.4% boys) with a disparity of 1.2%. However, Rongo lags behind with a GER of 10S% (95.4% girls; 114.6%) in the same year which is a wide disparity of 19.2%. This raises the study's concern on why this big disparity exists. The purpose of this study was therefore to establish the influence of FPE policy on pupil participation by gender in public primary schools in Rongo Sub County, Kenya. Objectives of the study were to: determine influence of FPE policy on; access by gender; survival rates by gender; graduation rates by gender. A conceptual framework was adopted for this study. Ex Post- facto and descriptive survey research designs were used. The study population comprised of 42 schools, 1 Sub County Quality Assurance and Standards Officer (SQASO), 966 and 624 Class 7 and 8 pupils respectively. A simply random. sampling was used to 'select 20 schools, all 20 head teachers as the main informant and 40 class teachers of class seven and class eight of the selected schools were purposively used. Saturated sampling technique was used to select SQASO and Glen Israel formula was used to select 320 pupils from IS90 pupils of class seven and eight. Questionnaire, interview schedules, document analysis guide and focus group discussion were used to collect data. The instruments were validated by experts in the Department of Education, reliability established through test-re-test method using 4(9.S%) of schools and data obtained correlated using Pearson r at an alpha level O.OS. The coefficients of head teachers' and class teachers' questionnaires were 0.82 and 0.79 respectively since they were higher than 0.70, the instruments were considered to be reliable. Quantitative data were collected via closed items of the questionnaires and document analysis guide and analyzed using cohort analysis and descriptive statistics. Qualitative data from interviews and open ended items . of the questionnaires were collected; transcribed and analyzed- using emergent themes. The study revealed that, FPE had a positive influence on access, survival and graduation rates though girls still lagged behind boys. There were cases of class congestion, overcrowding, shortage of teachers and transfers of girls to private schools. The study concluded that though girl's enrolment in public primary was low compared to boys it was notice that a good number had transferred to private primary schools thus need for reformulation of FPE policy to enhance access, survival and graduation of girls. The study suggested further research on causes of continued expansion of. private primary schools even with introduction of FPE policy in Kenya. The findings are significant to government in improving FPE Policy to enhance gender parity.

2014-01-01T00:00:00Z AJWANG', Ruth Anyango https://repository.maseno.ac.ke/handle/123456789/3663 2021-04-19T12:57:13Z 2014-01-01T00:00:00Z

Influence of teacher input on pupils' academic achievement in public primary schools in Kakamega Municipality Kenya AJWANG', Ruth Anyango ABSTRACT Teachers play a key role in pupils' academic achievement in any education system. Academic achievement is measured by pupils' performance in KCPE. Nationally, in 2012 out of 839,759 who sat for KCPE 467,353 scored below 250 marks. In Kakamega Municipality from 2007 - 2012, the KCPE results have indicated a downward trend, with a declining mark of 3.4786. The literature reviewed suggests that teacher related inputs are the main determinant factors in academic achievement of learners. However, most research work have used teacher variables together with other school variables to get their influence on academic achievement of learners. This study sought to establish if teacher input has influence on academic performance of pupils. The purpose of the study was therefore to establish the influence of teacher input on academic achievement of pupils in primary schools’ in Kakamega Municipality. The objectives of the study were to: determine the influence of teacher qualification on academic achievement; determine the influence of teacher experience on academic achievement; establish the influence of teachers' workload on academic achievement; establish the influence of teacher pupil ratio on academic achievement and the influence of teacher attitude on academic achievement of pupils in public primary schools in Kakamega Municipality. The study was based on Education Production Function by Psachouroupolos and Woodhall (1985) theory. It helped in determining how teacher input influenced the pupils' performance in KCPE. The study employed descriptive survey research, ex-post facto and correlational research designs. The study population consisted of 403 teachers and 25 head teachers from 25 primary schools. Purposive sampling technique was used to select 197 teachers who presented pupils for examination in 2010-2012. Saturated sampling technique was used to select 23 head teachers from schools which were not part of the pilot study and the Area Education Officer. Questionnaires and interview schedule were used to collect data from teachers and A.E.O. Face and content validity of the instruments were ascertained by experts in the Department of Educational Management and Foundations, Maseno University. Reliability of the instruments was established by a pilot study in 2 schools which were not part of study sample. Pearson r was computed and gave coefficients of 0.75 and 0.80 for teachers and head teachers at a p value of 0.05 respectively. Qualitative data was transcribed, categorized into themes and sub themes as they emerged, coded and analyzed. Quantitative data from questionnaires were tallied using descriptive statistics in the form of means, percentages and frequency counts and inferential statistics in form of Pearson’s rand regression. The study established that all independent variables had a significant j regression co-efficient with a linear model that fits.the data. The correlation between the dependent variable and independent variable (R) was 0.753. R Square was 0.5672 meaning that the independent variable explained 56.72%, unexplained factors contributed to 43.28%. In conclusion, academic achievement was influenced by teacher inputs. The study recommended that cost effective interventions to address the quality of teaching such as employing more teachers, balanced staffing of teachers, evaluating programs for teacher incentives should be addressed by stakeholders. The findings of this study provide information that is significant to stakeholders on influence of teacher input on academic achievement of pupils and unearth some root causes of low performance in KCPE.

2014-01-01T00:00:00Z OKUL, Steve Biko https://repository.maseno.ac.ke/handle/123456789/1216 2019-01-28T06:56:58Z 2018-01-01T00:00:00Z

Influence of forgone earnings on primary to secondary education transition in Mbita sub-county, Kenya. OKUL, Steve Biko Free Secondary Education policy was introduced in Kenya in 2008 with an aim of making secondary education affordable so as to enhance access, transition, retention and student academic performance. However this has not been realized in Mbita sub-county where the average primary to secondary education transition rate from 2010 to 2014 was at 46.94%, lagging behind the neighbouring Suba sub county and the national rates at 59.78% and 72.78% respectively during the same period .A recent study of transition in Mbita indicates an improvement in transition rate to 60% in 2016 which was still far below the targeted 100% national transition rate. The reviewed studies did not examine how gender difference is reflected in the transition rates in Mbita, hence there was need to establish the current transition rates in terms of gender in the sub county. While many studies indicate high cost of education as the main cause of low transition, no research has been done on forgone earnings as indirect component of education cost and its influence on transition in the sub county. Therefore, the purpose of the study was to determine the influence of forgone earnings on primary to secondary education transition in Mbita sub-county. The specific objectives of the study were to; establish the proportion of pupils transiting from primary to secondary education between 2013 and 2017, establish the main sources of forgone earnings and determine the influence of income of pupils on transition in Mbita sub-county. The target population included 111 head teachers, 1925 form ones, 1391 dropouts and 1 sub-county Quality Assurance and Standards Officer .The study sample consisted of 43 head teachers, 385dropouts, 385 form one students selected through simple random sampling and 1 Sub–county Quality Assurance and Standards Officer. The study was guided by a conceptual framework which postulates that the level of income of pupils in primary school influences their transition to secondary school. This study made use of descriptive and correlational survey designs. Research instruments were questionnaires and interview schedules. Pilot study was conducted among 4 head teachers, 12 dropouts and 12 form ones. Face and content validity of the instruments were established by research experts at the university. Through test-retest technique, the coefficient of reliability of the head teachers’ and form ones’ questionnaires were found to be 0.790 and 0.834 respectively. Qualitative data from interviews and open-ended questions were analyzed through content analysis and organized into themes and patterns corresponding to the research questions. Both descriptive and inferential statistics were used to analyze quantitative data. The results of the study indicate an average primary to secondary education transition rate of 60.71%, with girls at 60.28% and boys at 61.18% in the sub county between 2013 to 2017 showing that 39.29 % of pupils enrolled in class eight still fail to transit to secondary school. The main sources of forgone earnings are fishing, Transport sector, charcoal burning/selling and peasant farming. By use of Pearson’s r, a strong negative correlation of -0.789 was obtained between forgone earnings and transition. This means that an increase in forgone earnings would decrease transition. The study concluded that forgone earnings form the indirect component of education cost, raising the secondary education costs to levels unbearable by pupils especially those from poor households, hence they fail to transit to secondary school, the reason for the continued low transition even in the era of FTSE.The study recommends that the government should instigate effective machineries to fully mitigate the persistent high cost of secondary education. The findings of the study may inform education stakeholders on strategies to improve or redesign FTSE policy in order to ensure affordable secondary education and realize 100% primary to secondary education transition rate. Masters' Thesis

2018-01-01T00:00:00Z