FACTORS THAT INFLUENCE SCHOOL DROP OUT IN PUBLIC PRIMARY SCHOOLS IN EMINING DIVISION, MOGOTIO SUB COUNTY IN BARINGO COUNTY OF KENYA (Thesis Sample)

FACTORS THAT INFLUENCE SCHOOL DROP OUT IN PUBLIC PRIMARY SCHOOLS IN EMINING DIVISION, MOGOTIO SUB COUNTY IN BARINGO
COUNTY OF KENYA
STUDENT’S REG NO. EDU-3-5846-2-2013
STUDENT’S NAME:
A Research Project Submitted In Partial Fulfillment of The Requirements For The Award of Masters In
Education Leadership And Management of
The Kenya Methodist University
JUNE, 2020
DECLARATION AND RECOMMENDATION
DECLARATION
I declare that this research project is my original work and has not been presented in any other university.
Signature ……………………………
Chelimo Kiboset Amos
Registration number: EDU-3-5846-2-2013
RECOMMENDATION.
This research project has been submitted for examination with our approval as University Supervisor(s)
1ST Supervisor
Signature ………………………………………Date……………………….
Department of Education Kenya Methodist University
2nd Supervisor
Signature ………………………………………Date……………………….
ABSTRACT
Education plays an important role in socializing the individual to fit and participate adequately in development of the society. Not worthy to mention is that school drop outs are usually associated with chronically high unemployment levels, low earnings, and poor health outcomes (McNeal 1995; Palla 1987; Rumberger 1987), and persistent poverty among certain segments of society (Chernichovsky, 1985). Taken aggregately, these individual level consequences of primary school drop outs are perilous to national development by undermining human capital development efforts. This research proposal therefore aimed at identifying factors influencing drop out in public primary schools at Emining, division of Mogotio Sub County in Baringo County. The study was reckoned due to the allegations of increased pupil dropout rate in public primary schools causing wastage and affecting the quality of the school curriculum implementation. The study targeted a sample of 50 pupils in class 4-8, 20 teachers, 10 head teachers and 5 opinion leaders. Data was collected using class teachers’ and pupils’ questionnaires and opinion leaders and headteachers’ interview guide to gather information on the factors influencing school dropout. Data was analyzed by use of descriptive statistics and the findings were presented inform of figures and tables. The finding of the study were useful to the education sector and policy makers in coming up with ways of curbing the school drop out in public primary schools towards achieving national goals - vision 2030 and beyond.
ACKNOWLEDGEMENT
This project would not have been possible without the cooperation and invaluable support from my friends, I owe them my gratitude. I wish to acknowledge very sincerely the concerted efforts of my supervisors despite their busy schedule found time to guide me all through study.
My heartfelt appreciation and indebtness goes to my loving wife my children who took time to encourage me provide the much needed moral support and constantly prayed for me during this period. I wish also to extend my sincere thanks to Emining division education officers led by AEO, head teachers, teaching staff and pupils in public schools for their support.
I wish to thank the Almighty God for giving me good health, strength, insight, understanding and patience that saw me through the tireless struggle in the competence of this tedious research work and accomplishing this difficult and awesome journey.
TABLE OF CONTENT
Declaration and recommendation ii
Abstract iii
Acknowledgement iv
Table of contents v
List of tables viii
List of Abbreviation and acronyms ix
CHAPTER ONE INTRODUCTION
1.0 Introduction 1
1.1 Background to the study 2
1.2 Statement of the problem 4
1.3 Purpose of the study 4
1.4 Objectives of the study 4
1.5 Research Questions 5
1.6 Justification of the study 5
1.7 Limitation of the study 6
1.7.1 Delimitations 6
1.8 Significance of the study 6
1.9 Assumptions of the study 7
CHAPTER TWO LITERATURE REVIEW
2.0 Introduction 8
2.1 Factors that influence school dropout………………………………………………………8
2.2 Parents perception of the value of education and pupils dropout .12
2.3 Household level factors 13
2.4 Religion ……………………………………………………………………………….......16
2.5 Factors that may cause dropout in connection with pupils and their families 16
2.6 Factors influencing school dropout at school level 18
2.7 Conceptual framework 20
2.8 Effects of school dropout 21
2.9 Intervention measures and possible solutions to school drop outs 22
CHAPTER THREE RESEARCH METHODOLOGY
3.0 Introduction 24
3.1 Research Design 24
3.2 Target population 24
3.3 Sampling procedure and sample size 25
3.3.1 Sample procedure 25
3.3.2 Sample size 25
3.4 Research Instrument 26
3.5 Method of data collection 26
3.6 Pilot study 27
3.6.1 Validity and reliability 27
3.7 Ethical issues 28
3.8 Data analysis 28
Reference 29
Appendix I Work plan i
Appendix II Budget ii
Appendix III Research permission letter iii
Appendix IV Headteacher’s interview guide / questionnaire v
Appendix V Questionnaire for teachers vii
Appendix VI Questionnaire for pupils viii
Appendix VII Interview guide for opinion leaders x
LIST OF TABLES
Table 1 Showing the Population Sizes of the different respondents……………………………25
LIST OF ABBREVIATIONS AND ACRONYMS
AEO Area Education Officer
ASALs Arid and Semi-Arid Lands
EFA Education for All
EPRC Economic Policy Research Centre
FGM Female Genital Mutilation
JETEM Journal of Emerging Trends in Economics and Management Sciences
KNHCR Kenya National Human Rights Commission
NSS National Service Scheme
PSR Poverty Status Report
UNCRC United Nations Convention on the Rights of the Child
UNESCO United Nations Educational Scientific and Cultural Organization
UNHCR United Nations High Commission for Refugees
UPE Universal Primary Education
CHAPTER ONE
1.0 Introduction
Many studies have identified predictors and variables associated with dropouts. In recent years, these variables have been categorized according to the extent to which they can be influenced to change the trajectory leading to dropout. Status variables for example, socioeconomic standing [SES], disability or ability level, family structure, are difficult and unlikely to change. On the other hand, alterable variables for instance, attendance, identification with school of which are easier to change and can usually be influenced by students, parents, educators, and community members. Alterable are the focus of efforts to increase school completion.