Dropout among Male Pupils in Primary Schools of Igembe District, Kenya

doi:10.4236/CE.2013.43026

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Dropout among Male Pupils in Primary Schools of Igembe District, Kenya

Journal Article•DOI•

Dropout among Male Pupils in Primary Schools of Igembe District, Kenya

George M. Muthaa, Misheck M. M’muyuri, David Bururia, Eric Elias Mwenda

08 Mar 2013-Creative Education (Scientific Research Publishing)-Vol. 04, Iss: 3, pp 180-184

TL;DR: In this paper, the authors sought information on causes of dropout among boys and strategies that could be adopted to address this problem and established that dropout of male pupils was a common problem that required urgent attention.

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Abstract: Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however poses a serious threat to gains in education despite the Government emphasis on Education for All by the year 2015. In Igembe District the problem is more pronoused among the male children. The study used the ex-post facto research design. The target and accessible population constituted of educational officers, head teachers, guidance and counseling teachers and pupils. A sample size of 364 was used for the study.This study sought information on causes of dropout among boys and strategies that could be adopted to address this problem. The study established that dropout of male pupils was a common problem that required urgent attention. The major factors leading to dropout included; child labour, family instability, initiation, drug abuse and lack of role models. The study recommends affirmative action for the boy child, abolishing of child labour and initiation of boys after completion of primary school as strategies that could address dropout among male pupils.

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Journal Article•

Universal Primary Education in Kenya: Advancement and Challenges.

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Margaret Ngugi, Catherine Mumiukha, Flora Fedha, Beatrice Ndiga

01 Jan 2015-Journal of Education and Practice

TL;DR: In this paper, the extent to which universalisation of primary education has contributed to the advancement of access to basic education and the obstacles that have hindered its success is examined, as well as examining of the obstacles which have persistently hindered its realisation.

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Abstract: Universalisation of primary education (UPE) has been a global issue since the early sixties, yet several decades later and even in the 21 st century, many countries in Sub-Saharan Africa are still grappling with it. Unlike their counterparts in the developed world, its realisation in developing countries has been faced with a myriad of constraints. Kenya has a long standing commitment to providing educational access to its primary school going children. This has been reflected in the country’s Economic Plans, Sessional papers and other development plans. Most importantly, Kenya acknowledges provision of basic education for its citizens as a human right, as is enshrined in the Constitution of Kenya (2010). Furthermore, Kenyan citizens have a right to free and compulsory education as is stipulated in the Basic Education Bill of 2012. Moreover, Vision2030 has acknowledged education as a component of the social pillars. Although the first step towards this was articulated by the Kenyan government immediately after independence in 1963 and later in 2003, little has been done to establish the extent to which Universal Primary Education has been advanced in Kenya. Therefore, there is need to do stock taking of the advancements made towards this goal. Furthermore, examining of the obstacles that have persistently hindered its success over the years is critical for realisation of universal education. This paper will therefore address the extent to which universalisation of primary education has contributed to advancement of access to basic education and the obstacles that have hindered its success.

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13 citations

Dissertation•

Societal factors and behaviour maladjustment of the boy-child: a case of boys in selected rehabilitation institutions in nairobi and kiambu counties, kenya

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Eunice Njeri Mvungu

01 Jan 2014

TL;DR: In this article, the authors propose a novel approach to solve the problem of homonymity in the context of homophily, and propose a method to solve homophysics.

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Abstract: ....................................................................................... xiv CHAPTER ONE ....................................................................................

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12 citations

Journal Article•

Parents' perceptions of universal primary education in Kotido District, Uganda

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Victoria A. Namukwaya, Israel Kibirige

14 Apr 2019-Issues in Educational Research

TL;DR: In this article, the authors investigated parents' perceptions of UPE in Kotido District, Uganda and found that only 13 (36.1%) had all their school-age children enrolled in primary schools.

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Abstract: Universal primary education (UPE) is a crucial strategy for the global target of 'Education for All', but several countries failed to meet the 2015 mark. This study investigated parents' perceptions of UPE in Kotido District, Uganda. Data were collected during face to face interviews from 36 purposively selected parents who had school-age children. The results indicate that whilst parents perceived UPE positively, only 13 (36.1%) had all their school-age children enrolled in primary schools. The reasons which influenced parents' decisions were socioeconomic, environmental, and cultural. The study also revealed that 32 (88.9%) parents had not attained formal education, which may have influenced their perceived value of education and their choices to enrol children in UPE. Also, parents were cynical about the survival of Karimojong pastoralist culture with the successful implementation of UPE. This study contributes to the understanding of factors that influence access to primary education and recommends more parental involvement in designing further education strategies that suit marginalised communities worldwide.

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12 citations

Journal Article•DOI•

Relationship between Cognitive Engagement and Academic Achievement among Kenyan Secondary School Students

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Erick Wara, Peter J.O. Aloka, Benson Charles Odongo

08 Mar 2018-Mediterranean journal of social sciences

TL;DR: In this article, the authors investigated the relationship between student cognitive engagement and academic achievement of secondary school students of Manga Sub County, Nyamira County, Kenya, using a mixed methods approach, and within it, concurrent triangulation design was adopted.

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Abstract: The purpose of this study was to investigate the relationship between student cognitive engagement and academic achievement of secondary school students of Manga Sub County, Nyamira County, Kenya. The study was hinged on the Self Determination theoretical perspective. The mixed methods approach was employed, and within it, the concurrent triangulation design was adopted. From the target population of 1750 form four students, 35 Principals and 35 Guidance and Counselling teachers, 312 students (out of 316 expected), 11 Principals and 11 Guidance and counselling teachers were randomly sampled for the study. Questionnaires were used to collect data from the students, while interview schedules were used to collect data from Principals and Guidance and Counselling teachers. The validity of the research instruments was determined by experts from the department of Psychology and Educational Foundations of Jaramogi Oginga Odinga University of Science and Technology. Reliability was ascertained by the internal consistency method using Cronbach’s alpha, and a reliability coefficient of r above 0.7 was obtained for the questionnaire. Inferential statistics from quantitative data were analyzed using Pearson’s Product correlation and regression analysis with the aid of the statistical package for social sciences (SPSS) version 22. Qualitative data from interviews were analyzed thematically. The study revealed that cognitive engagement was a significant predictor of academic achievement among secondary school students studied (r=.376, N=312, p =.01. The study recommended that school based teacher counsellors should utilize cognitive behavioural therapy techniques during counselling sessions with students in school in order to enhance cognitive engagement.

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8 citations

Cites result from "Dropout among Male Pupils in Primar..."

...This finding agreed with Robb (2014) and Gunuc (2014), who found strong positive correlation between cognitive engagement and academic achievement....
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Dissertation•

Impact of Cultural Practices on Enrolment and Retention of Girl-Child in Public Primary Schools in Samburu County, Kenya

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Chepkorom Nelly Chepkwemoi

01 Dec 2016

TL;DR: A Research Project Submitted to the School of Education in Partial Fulfilment for the Award of the Degree of Master of Education of Kenyatta University as mentioned in this paper was submitted to the University of Nairobi.

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Abstract: A Research Project Submitted to the School of Education in Partial Fulfilment for the Award of the Degree of Master of Education of Kenyatta University. December, 2016

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7 citations

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Journal Article•DOI•

Education for Development: An Analysis of Investment Choices.

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C. Arnold Anderson, George Psacharopoulos, Maureen Woodhall

01 Sep 1987-Contemporary Sociology

265 citations

Efficiency of primary education in Kenya: Situational analysis and implications for educational reform

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Odipo George, Abagi Okwach

01 Jan 1997

TL;DR: Abagi et al. as discussed by the authors examined issues of efficiency in the primary level of education in Kenya and suggested that the conceptualisation of the term school or education efficiency in a developing country like Kenya should take a "process perspective" as opposed to "outcome perspective".

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Abstract: This paper examines issues of efficiency in the primary level of education in Kenya. Primary data were collected from 120 purposively selected primary schools based in 12 Districts. Secondary data were collected from official documents within the Ministry of Education, Central Bureau of Statistics (CBS) and the Women’s Bureau. The position taken in this paper is that the conceptualisation of the term school or education efficiency in a developing country like Kenya should take a ‘process perspective’ as opposed to ‘outcome perspective’. That is, there is need to go beyond the issue of “at what cost” is a school meeting its objectives e.g. at what cost was the low or high score produced. In education, as opposed to a factory of physical goods, efficiency has to be pegged with how a system of education as a whole operates to meet its objectives what we call ‘holistic operation’. This paper indicates that the operation of primary education system in Kenya faces the problem of inefficiency. Completion rates have remained very low (less than 50 per cent) for the last five years. Besides, national pupil-teacher ratio is also low, about 31:1. This study also indicates that teaching-learning time is not utilised efficiently in primary schools. Several factors are behind such inefficiencies. These include: Education policies and management processes mis-allocation of resources to educational levels; school based factors teachers attitudes, time utilisation, school environment; and household based factors poverty, socio-cultural factors, and gender issues. The most notable policy implication of the findings is that education in Kenya needs a complete overhaul, and not piece-meal reforms. There is need to review 8-4-4 curriculum in a comprehensive and holistic manner. The curriculum has to be reduced and made relevant. This would allow for other reforms to take place. Besides, viable and sustainable cost and financing mechanisms in education have to be instituted to stop drop-outs form the system, thus enhance completion rates. As a follow up to curriculum review, it is recommended that, the Ministry of Education consider increasing the pupil-teacher ratio to 40:1. There is also need for the introduction of shift or double system in primary education. This would create more learning opportunities for pupils, and hence increase the efficient utilisation of teaching-learning time. More training services for school mangers to enhance the utilisation of school resources is also needed. Okwach Abagi and George Odipo

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143 citations

Book•

Introduction to Education Research

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C. M. Charles

01 Mar 2007

133 citations

"Dropout among Male Pupils in Primar..." refers background in this paper

...Education is the foundation of economic development of human resources without which limitations are bound to be there (Kichakuri, 2002). Psacharopoulos (1985) in his study on education for development found that education brought in high social rates of return which he estimated to be 27% for completed primary education and 15% - 17% for secondary education. Psacharopoulos (1985) also found that private returns of education were significantly higher than social returns reaching 49% for primary and 26% for secondary education. Psacharopoulos (1985) concluded that education remains a profitable occupation and its social rate of return exceeds....
[...]
...Education is the foundation of economic development of human resources without which limitations are bound to be there (Kichakuri, 2002). Psacharopoulos (1985) in his study on education for development found that education brought in high social rates of return which he estimated to be 27% for completed primary education and 15% - 17% for secondary education. Psacharopoulos (1985) also found that private returns of education were significantly higher than social returns reaching 49% for primary and 26% for secondary education....
[...]
...According to Kathuri and Pals (1993) a population of 6762 requires a sample of 364 individuals....
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...Education is the foundation of economic development of human resources without which limitations are bound to be there (Kichakuri, 2002). Psacharopoulos (1985) in his study on education for development found that education brought in high social rates of return which he estimated to be 27% for completed primary education and 15% - 17% for secondary education. Psacharopoulos (1985) also found that private returns of education were significantly higher than social returns reaching 49% for primary and 26% for secondary education. Psacharopoulos (1985) concluded that education remains a profitable occupation and its social rate of return exceeds. This gave impetus to the current study. Todaro (1994) observes that causes of wastage vary from region to region, country to country, school to school and individual to individual. The World Bank (1998) called for various studies on dropout to be carried in various regions, countries and localities to minimize dropout and improve efficiency in education. The Media pointed out that due to the emphasis on “rerouting girls back to school”, the dropout rate of girls had declined although it was still high in some districts such as Kisumu and Suba. Currently the dropout rate in the whole nation stands at 2.1% for boys and 2.0% for girls. Despite these observations no study had been done to establish the causes of higher dropout of boys. This gave impetus to the current study. The same report points out that in fighting dropout for girls the dropout of boys should also be considered because it can compound the problem. This was because the studies done at Suba District indicated that young men who dropped out of school enticed young girls with money earned from fishing and made them to also drop from school (Mwaniki, 2008). The study sought ways of reducing boys’ dropout which could also help in reducing girls’ dropout. In Igembe District, Kimondo (2007) observed that the dropout rate of male pupils in primary schools was higher than that of the females....
[...]
...Education is the foundation of economic development of human resources without which limitations are bound to be there (Kichakuri, 2002). Psacharopoulos (1985) in his study on education for development found that education brought in high social rates of return which he estimated to be 27% for completed primary education and 15% - 17% for secondary education. Psacharopoulos (1985) also found that private returns of education were significantly higher than social returns reaching 49% for primary and 26% for secondary education. Psacharopoulos (1985) concluded that education remains a profitable occupation and its social rate of return exceeds. This gave impetus to the current study. Todaro (1994) observes that causes of wastage vary from region to region, country to country, school to school and individual to individual. The World Bank (1998) called for various studies on dropout to be carried in various regions, countries and localities to minimize dropout and improve efficiency in education. The Media pointed out that due to the emphasis on “rerouting girls back to school”, the dropout rate of girls had declined although it was still high in some districts such as Kisumu and Suba. Currently the dropout rate in the whole nation stands at 2.1% for boys and 2.0% for girls. Despite these observations no study had been done to establish the causes of higher dropout of boys. This gave impetus to the current study. The same report points out that in fighting dropout for girls the dropout of boys should also be considered because it can compound the problem. This was because the studies done at Suba District indicated that young men who dropped out of school enticed young girls with money earned from fishing and made them to also drop from school (Mwaniki, 2008). The study sought ways of reducing boys’ dropout which could also help in reducing girls’ dropout. In Igembe District, Kimondo (2007) observed that the dropout rate of male pupils in primary schools was higher than that of the females. Kimondo (2007) stated that from pre-school to standard four, there was a balance between the two sexes but later the number of males became very few....
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Journal Article•

Achieving sustainable universal primary education through debt relief : the case of Kenya

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Nancy Nafula

01 Jan 2002-Research Papers in Economics

TL;DR: In this paper, the authors argue that the introduction of cost sharing system in Kenya has resulted in high dropout and repetition in primary education, and the challenges facing the sector in achieving universal primary schooling.

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21 citations

Achieving Sustainable Universal Primary Education through Debt Relief

[...]

Nancy N. Nafula

01 Jan 2002

TL;DR: In this article, the authors argue that the introduction of cost sharing system in Kenya has resulted in high dropout and repetition rates, low transition and completion rates, and lack of textbooks has also resulted in poor performance in the national examination.

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Abstract: This study critically reviews the education sector in Kenya and the challenges facing the sector in achieving universal primary schooling. The study argues that the introduction of cost-sharing system in Kenya has resulted in high dropout and repetition rates, low transition and completion rates. These problems are exacerbated by the fact that children from poor households, whose parents cannot afford to pay fees, end up dropping out of school. Lack of textbooks has also resulted in poor performance in the national examination. The study also notes that as much as the government is subsidizing education in terms of paying teachers, reduction of debt overhang is important and that debt servicing must be addressed to free resources for social service provision, the case of education. The study argues that much more fiscal resources are being spent on servicing both external and domestic debts than are being spent on education and health. The paper therefore justifies the case for universal primary schooling in Kenya through debt relief. It discusses the key priority areas in education where resources from debt relief could be spent effectively to achieve sustainable universal primary education.

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10 citations