School of Education and Social Sciences

Influence Of Parental Involvement on Learners’ Academic Performance in Junior Schools in Imenti North Sub County, Meru County, Kenya

2026-03-05T11:38:25Z

Influence Of Parental Involvement on Learners’ Academic Performance in Junior Schools in Imenti North Sub County, Meru County, Kenya Gakii, Richard Betty The Kenyan Competency-Based curriculum has continued to demand a lot of parental involvement in children’s education for better performance. However, the academic performance of learners in junior schools has been low while, the extent to which academic performance of junior learners is influenced by different parameters of parental involvement is not clear. This study aim was to evaluate the influence of parental involvement on the academic performance of learners in junior schools in Imenti North Sub-County, Meru County. The specific objectives were to assess parents’ provision of basic needs, parents’ participation in school meetings; academic and homework supervision and involvement in school decision-making on the academic performance of learners in junior schools in Imenti North Sub-County. The study was informed by the Epstein’s Model of Parental Participation. It also employed a descriptive survey research design. The research targeted 26 head-teachers, 26 class-teachers, 1170 JS learners and 1170 parents totaling to 2392. A sample size of 158 consisting of 8 head-teachers, 8 class teachers, 71 learners and 71 parents in Imenti North Sub-County facilitated the research. A Stratified sampling procedure was used sample schools from two strata and simple random sampling was adopted to obtain learners and parents’ participants. The head-teachers and class teachers from each sampled school included using purposive sampling. Data was gathered using questionnaires, interview guide and focus group discussion. Piloting of the research tools was done at Tigania west sub county, Meru County. Data validity was ensured by checking construct, content and face validity, while reliability by computing Cronbach alpha values where an alpha value of 0.7 or greater than indicated reliability. Quantitative data was analyzed using SPSS version 26. Thematic analysis was utilized to analyze the qualitative data. Quantitative findings were presented using tables and figures. For the qualitative data, narration was adopted. The study noted that provision of basic needs was necessary for realizing learners’ performance. Better communication strategies, leadership styles that encourage parent involvement in meetings and parents’ education are also major support systems to child’s education. The study recommends the government to provide learning resources, facilities and healthcare strategy to address the threat to the provision of basic necessities. Also, NGOs and Churches to intervene to support school food program. JS head-teachers should strengthen communication by speaking the needfulness of meetings, timely relaying the messages, establish how parents will be engaged, participate and give feedback concerning what is discussed in the meetings. The findings implicate junior school policies, best-practices, guidelines and measures to guide parent retooling, heads participatory leadership styles, comprehensive communication strategies and diversifying avenues of parent involvement.

Analysis Of Select Determinants of Job Satisfaction Among Tutors in Technical Training Institutions in Meru County, Kenya

2026-03-05T08:53:03Z

Analysis Of Select Determinants of Job Satisfaction Among Tutors in Technical Training Institutions in Meru County, Kenya Faith, Majau Nkatha The contribution that tutors make towards the imparting knowledge and skills to students is paramount. That notwithstanding, there has been an acute shortage of qualified tutors in Kenyan technical training institutes due to poor satisfaction with their roles. The purpose of this study was to conduct an analysis of select determinants of job satisfaction among tutors in technical training institutions in Meru County, Kenya. The specific objectives were to examine the influence of learning facilities, remuneration, promotion, and tutors’ recognition, on job satisfaction of tutors in technical training institutions in Meru County, Kenya. The study was guided by two theories which include the Herzberg two-factor theory and the expectancy theory. Further, cross-sectional research design was administered in the consideration of collecting data from various participants such as principals, HR managers, departmental heads and tutors at one single point in time. The study targeted 7 TTIs in Meru County, involving 261 tutors, 7 principals, 14 HR managers, and 40 HODs. Using purposive and random sampling, it selected 7 principals, 7 HR managers, 36 HODs, and 158 tutors, with Yamane’s formula guiding the sample size determination. The study used questionnaires and interviews to gather data from tutors, department heads, principals, and HR managers in Technical Training Institutions (TTIs), with a pilot study at Chuka Technical College. It assessed reliability and three types of validity, analyzed data using SPSS and thematic analysis, and found that learning facilities enhanced tutor satisfaction. However, ICT infrastructure was lacking, pay was only sufficient for basic needs, and promotion policies caused dissatisfaction. The study recommended improved ICT infrastructure, stable pay frameworks, inclusive promotion policy revisions, and support for tutor research. Future studies should include universities to broaden findings.

Influence Of School Culture on Academic Performance Among Public Secondary School Students in Masinga Sub-County, Machakos County, Kenya.

2026-02-27T12:11:11Z

Influence Of School Culture on Academic Performance Among Public Secondary School Students in Masinga Sub-County, Machakos County, Kenya. Nzivo, Mwende Junesther Despite significant investments in education by various stakeholders, academic performance in public secondary schools in Masinga Sub-County, Machakos County, Kenya remains persistently below national standards. This study investigated the influence of school culture on academic performance among public secondary school students in Masinga Sub-County. Specifically, the research examined how principals' management practices, school functions, disciplinary climate, and teacher motivation influence academic outcomes measured through KCSE performance indicators including improved discipline, increased quality grades, and improved mean scores. The study employed a descriptive survey design utilizing both qualitative and quantitative approaches. The target population comprised 8,325 participants from 25 public secondary schools, including 25 principals, 300 teachers, and 8,000 students. Using Yamane's formula, a sample of 382 respondents was selected through purposive and stratified random sampling techniques. Data collection instruments included semi-structured interview schedules for principals and structured questionnaires for teachers and students. Instrument validity was ensured through expert review and pilot testing, while reliability was confirmed through Cronbach's Alpha coefficients exceeding 0.7 for all constructs. Quantitative data were analyzed using SPSS version 27.0, employing descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics (Independent Samples t-tests). Qualitative data underwent thematic analysis to complement quantitative findings. Key findings revealed that: (1) Principals' management practices significantly influenced academic performance (p<0.05), with curriculum management showing the strongest association; (2) School functions, particularly prize-giving ceremonies and academic days, positively impacted student motivation and academic culture; (3) Disciplinary climate played a crucial role in creating conducive learning environments, though enforcement consistency varied; (4) Teacher motivation through professional development, reward systems, and welfare programs significantly affected teaching quality and student outcomes. The study concluded that school culture components collectively create an environment that either facilitates or hinders academic achievement. Based on these findings, the study recommends: enhanced principal training in financial and resource management, standardized recognition programs for teachers, implementation of student feedback mechanisms, development of inclusive school functions, and establishment of consistent disciplinary frameworks. These recommendations aim to optimize school culture for improved academic performance in Masinga Sub-County and similar contexts.

Influence Of Psychosocial Factors on Generalized Anxiety Disorder Among Undergraduate Medical Students in Kenya: A Case of Kenya Methodist University, Main Campus, Meru

2026-02-27T12:02:47Z

Influence Of Psychosocial Factors on Generalized Anxiety Disorder Among Undergraduate Medical Students in Kenya: A Case of Kenya Methodist University, Main Campus, Meru Remezo, Remy Medical students are a group of people who are usually inclined to develop anxiety disorders because of the relatively stressful environment and other various psychosocial challenges they encounter. The purpose of this study was to investigate the influence of psychosocial factors on Generalized Anxiety Disorder (GAD) among undergraduate medical students. The following objectives guided the study: to investigate the influence of financial worries, academic pressure, stress coping strategies, and student-staff relationships on GAD among undergraduate medical students at Kenya Methodist University, Main campus, Meru. The Transactional Model of Stress and Coping and Self-Determination Theories informed this study. The researcher adopted a mixed-methods research design. The study targeted 1627 medical students. Stratified and simple random sampling was used to select 163 medical students from the Bachelor of Medicine and Surgery (MBChB), pharmacy, clinical medicine, nursing, and medical laboratory. 10 staff members (chairpersons of the Department, university counselors, and medical lecturers) were chosen using a purposive and census sampling method. The data were gathered from staff members and undergraduate medical students using a semi-structured interview schedule and questionnaires, respectively. Tools were piloted at Mount Kenya University (MKU), Main Campus, Thika, to ascertain their validity and reliability among 17 medical students and staff members. Reliability was confirmed using Cronbach’s alpha, with all variables exceeding the acceptable threshold of 0.7: GAD (.873), academic pressure (.784), financial worries (.823), stress-coping mechanisms (.71), and student-staff relationships (.87). The quantitative data were analyzed using IBM Statistical Product and Service Solution (SPSS) Version 30. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (multiple linear regression) were used to analyze and make sense of quantitative data. Thematic analysis was used to analyze qualitative data. The overall response rate was 80.36%. Results showed that academic pressure (β = .265, p = .003) and financial worries (β = .297, p = .001) were significant positive predictors of GAD, indicating that higher stress in these areas increased anxiety levels. Positive stress-coping strategies were a significant negative predictor of GAD (β = –.266, p = .005), suggesting that effective coping reduced anxiety symptoms, while negative stress-coping was not a significant predictor of GAD (p =  .05). Student–staff relationships demonstrated a non-significant negative trend (β = –.150, p = .057). Qualitative findings reinforced the statistics, identifying workload, performance pressure, financial strain, and poor coping as key stressors. In contrast, mentorship, supportive staff, and healthy coping strategies were found to foster resilience. The study concludes that academic pressure and financial strain substantially elevate GAD risk among medical students, whereas healthy coping mechanisms serve a protective role. Interventions should prioritize time management training, financial support systems, and the promotion of adaptive coping strategies, alongside fostering positive student–staff relationships to safeguard mental well-being. University counselors will gain insights into psychosocial factors influencing GAD, enabling them to provide more personalized interventions. University management and institutions will acquire knowledge to improve student welfare services and strengthen personnel support. The Ministry of Education and policymakers are expected to use the findings to advocate for resources and funding, including affordable medical education. Medical students will be able to self-assess, seek timely professional help, and support their peers who face challenges. Lecturers and staff will also gain awareness of factors related to GAD, helping them provide practical support and encouragement to students. The findings will enrich the existing literature by serving as a reference point for future studies.

Exploring Determinants of Men’s Absenteeism from Church at Pcea Nyeri Presbytery, Nyeri County, Kenya

2026-02-27T12:02:19Z

Exploring Determinants of Men’s Absenteeism from Church at Pcea Nyeri Presbytery, Nyeri County, Kenya Priscillah, Ndumia Men’s participation in church has raised concerns about the sustainability of congregational engagement, spiritual leadership and community development efforts. In recent times, churches, researchers and religious analysts have recorded absenteeism and a declining trend in the attendance of men in the church both on Sundays and/or weekly church activities. Despite the central role men play in church leadership and family spiritual life, their diminishing presence in church activities remains poorly understood, especially in local Kenyan contexts such as Nyeri County. This study thus sought to examine the factors contributing to men’s absenteeism at the Presbyterian Church of East Africa, Nyeri County, Kenya. Specifically, the study sought to evaluate the contribution of church structure, evangelistic strategies, social-cultural practices and economic factors, to men’s absenteeism at the Nyeri Presbytery. Further, the study sought to explore the intervening influence of family commitments and personal beliefs on men’s absenteeism in church today. Understanding these determinants would enable church leaders formulate effective strategies that promote inclusive and sustainable church participation. The study was guided by classical secularization and the economic theory of religious belief. The study employed a descriptive research design, using stratified sampling to select 131 respondents. Data was collected through questionnaires and interviews, then analyzed using descriptive and inferential statistical methods. Thematic analysis was applied to qualitative data. Quantitative data analysis entailed descriptive (percentages and means) and inferential (regression) statistical methods with the aid of Statistical Packages for Social Sciences. The qualitative data was analyzed through themes and patterns. Presentation of analyzed data was through charts, tables and graphs alongside discussion to enable inference, conclusion and recommendations. The study findings indicate that among the key determinants, economic hardship and religious commitment had the most significant influence on absenteeism, with economic struggles discouraging men from active church involvement. Additionally, ineffective lay preaching and evangelistic approaches further contributed to disengagement. Thus, the study concluded that personal religious commitment, though an intervening factor, had the strongest and positive relationship with absenteeism of men in church. To address absenteeism, the church must restructure its evangelistic approach, incorporating more interactive and inclusive fellowship programs. Additionally, social-economic empowerment initiatives should be integrated into church activities to support men facing financial hardships.

Influence Of Female Genital Mutilation on Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County, Kenya

2026-02-13T06:51:42Z

Influence Of Female Genital Mutilation on Girls’ Transition from Primary to Secondary Schools in Narok South Sub-County, Narok County, Kenya Glory, Nkatha The Millennium Development Goals (MDGs) goal two requires that all children complete full course of primary education and transit to secondary education. Education for All initiatives also stresses the emphasis for all children to be educated at all levels. Having clear guidelines on how female pupils can be retained in school and henceforth transit to secondary schools is, therefore, needful. Nevertheless, public primary schools have continued to report low transition rates (40%) of girls from primary to secondary. The purpose of this study was to find out the influence of Female Genital Mutilation on girls’ transition from primary to secondary schools in Narok South Sub-County, Kenya. The objectives included: assessing the influence of Female Genital Mutilation on girls’ academic performance, girls’ dropout rate and girls’ absenteeism. The liberal feminism theory guided the study. The study employed a descriptive survey research design. The schools in Narok South Sub-County are 179 and the units of analysis comprised of head-teachers, teachers and female pupils in public primary schools in Narok South Sub-County. The target population henceforth constituted of 179 head-teachers, 1,288 teachers and 6,998 girls, corresponding to 8,736 target respondents. Proportionate stratified sampling and simple random sampling techniques were used to select participating teachers and female pupils while purposive sampling to get the head-teachers. By using Krejcie and Morgan 1970 table; 118 head-teachers, 291 teachers and 361 girls were sampled, leading to an overall sample size of 770. Focus group discussions were carried out with head-teachers while teachers and female pupils answered questionnaires. Reliability of the instruments was determined using Cronbach alpha coefficient where a threshold of 0.7 was used to access reliability and validity; by checking contents, face and construct validity. Quantitative data was analyzed using SPSS for both descriptive and inferential statistics and was presented using tables and figures. The qualitative data was analyzed thematically. Ethical considerations on privacy, confidentiality, voluntary participation, anonymity and acknowledging the sources that informed the study were abide by. The study confirmed that FGM practices negatively affected girls’ transition to secondary schools. This was evidenced by poor academic performance, high drop-out cases, high absenteeism resulting from early marriages, teenage pregnancies, hemorrhage, prolonged healing process, psychosocial effects, psychological impacts, learner isolation, indiscipline and unsupportive school environment. The research recommends the ministry of education to prioritize funding for anti-FGM campaigns, sanitary kits, building boarding facilities and girl conducive toiletries to address absenteeism and drop-out. The ministry of education should come up with back-to-school policies after FGM, early absenteeism detection guidelines and curriculum guidelines showcasing teachers training on effective gender responsive pedagogies. The ministry of education needs to invest in guidance and counselling facilities and resources to develop a supportive school environment and manage psychosocial effects of FGM. Findings have implications on curriculum review to include gender base pedagogy and funding increment to cater for, infrastructure, training and professional development.

Influence Of School Social Environment on Students’ Academic Performance in Public Secondary Schools in Machakos County, Kenya

2026-02-13T05:35:22Z

Influence Of School Social Environment on Students’ Academic Performance in Public Secondary Schools in Machakos County, Kenya Rhoda, Gachaga Wakuhi Despite substantial investment in physical educational facilities, many well-equipped public secondary schools in Kenya continue to experience declining academic performance, suggesting that non-physical factors may play a more significant role in student achievement than previously recognized. This gap in understanding the influence of school social environment on academic outcomes necessitated investigation beyond traditional infrastructure-focused approaches. The study determined the influence of school social environment on students' academic performance in public secondary schools in Machakos County. Using descriptive survey design grounded in social learning theory, the research targeted a population of 14,894 comprising 19 school principals, 483 teachers, and 14,392 students from national and extra-county schools. Through stratified and purposive sampling techniques, 315 respondents were selected: 10 principals, 30 teachers, and 275 students from 10 schools. Data were collected using self-administered questionnaires with 24 behavior sub-indicators measuring four social environment dimensions: teacher-student interpersonal interactions, student-student interpersonal interactions, learner characteristics (motivation and involvement), and principal leadership styles. Descriptive and inferential statistical analyses were conducted using SPSS version 2016. Findings revealed that school social environment significantly influenced academic performance, with 82% of respondents affirming this relationship through descriptive analysis. Inferential analysis demonstrated statistically significant positive correlations across all dimensions: teacher-student interactions (R=0.65, R²=42.4%, p<0.001), student-student interactions (R=0.91, R²=82.1%, p<0.001), learner motivation (R=0.96, R²=91.8%, p<0.001), learner involvement (R=0.93, R²=87.1%, p<0.001), and principal leadership styles (R=0.91, R²=82.8%, p<0.001). Combined social environment factors accounted for 96.3% of variance in academic performance (adjusted R²=0.963, p<0.001). The most influential factors identified were teacher approachability for consultation, student respect for teachers, healthy peer competition, active classroom participation, goal-setting encouragement, and performance recognition. The study concludes that school social environment constitutes a primary determinant of academic performance, surpassing the traditional emphasis on physical infrastructure. These findings provide evidence-based direction for educational stakeholders to prioritize social environmental improvements. The research recommends that the Ministry of Education, school administrators, and teachers focus on developing positive interpersonal relationships, fostering collaborative learning environments, enhancing student motivation and engagement, and implementing transformational leadership practices. Similar investigations should be extended to other school categories and counties to validate these findings across diverse educational settings.

Influence Of Social-Economic Factors on Retention of Boys in Public Secondary Schools in Marsabit County, Kenya

2025-09-10T12:59:03Z

Influence Of Social-Economic Factors on Retention of Boys in Public Secondary Schools in Marsabit County, Kenya Safina, Mohammed Aga Secondary schools provide a four-year platform that promotes equipping students on various subjects. The students should undergo the four-year learning without disruption and with adequate resources and support from the concerned parties. However, there have been high cases of school drop-out rates among students in public secondary schools in Kenya. The purpose of the study was to examine the influence of social-economic factors on the retention of boys in public secondary schools in Marsabit County, Kenya. The study was guided by the following specific objectives: Examine the influence of household income level on retention of boys in public secondary schools in Marsabit County; Investigate the influence of social support on retention of boys in public secondary schools in Marsabit County, Kenya; Explore the influence of guardian’s education level on retention of boys in public secondary schools in Marsabit County, Kenya; and establish the influence of employment opportunities on retention of boys in public secondary schools in Marsabit County, Kenya. The study was further guided by two theories which were the theory of educational productivity and the student retention theory. In this study, the research design used was descriptive research design because there was an application of both quantitative and qualitative methods when collecting data. The study was located in Marsabit County, Kenya. The target population was 8 secondary schools in Marsabit County that had boys students in them. That is both boys’ secondary schools and mixed secondary schools. The respondents were 56 class teachers, 4,559 boys’ students, and 48 parents present at the Board of Management. Class teachers and parents were selected using a simple random sampling method with an application of the Krejcie & Morgan table or formula to obtain 48 and 42 class teachers and parents respectively. The sampling technique that was used on students was determined using a Kothari statistical method to obtain a sample of 94. Class teachers and parents were interviewed while the students answered the questionnaires. The pre-test study was conducted in two public secondary schools in Isiolo, which were Isiolo boys’ secondary school and Garbatula mixed day secondary school whose respondents comprised 5 class teachers, 10 students, and 4 parents at BOM. Reliability was measured using Cronbach Alpha while face, content, and criterion types of validity were also measured. The findings were presented using descriptive tables, figures, and narratives for ease of understanding of the results. Besides, the qualitative results were useful in supplementing the quantitative results. The conclusion made was that a lot of boys failed to remain in school since they lacked motivation from the people surrounding them. That is, most of the boys’ peers, teachers, and parents did not adequately portray a clear need on why they should remain in school. The recommendation is that the school management should have sensitization programs for teachers, parents, and boys’ students on the relevant of education in improving their future. The schools should capitalize more on motivational speakers, successful alumni, and corporate heads who come and motivate the boys to work hard towards improving their academic performances so as to have success in their latter lives. The school students should come up with proposed groups and clubs through which they could travel in various corporates that helps the boys get a clearer picture of what it means to have employment anchored by educational background.

Influence of Psychosocial Factors on Unhealthy Behaviour Among Patients With Lifestyle Diseases in Kiambu County - Kenya

2025-03-21T16:37:30Z

Influence of Psychosocial Factors on Unhealthy Behaviour Among Patients With Lifestyle Diseases in Kiambu County - Kenya KARAMBU, ANNE Unhealthy behaviour such as unhealthy diets, inactive lifestyle, smoking and harmful alcohol use misuse are a significant contributor to lifestyle-related illnesses such as diabetes, cancer, heart diseases, and obesity. However, the influence of psychosocial factors on unhealthy behaviour among persons with lifestyle diseases in Kiambu County was unclear. Consequently, this study sought to establish how psychosocial factors influenced unhealthy behaviour among patients with lifestyle diseases in Kiambu County. Precisely, the study examined the influence of stress coping mechanisms, belief systems and peer pressure on unhealthy behaviour among patients living with lifestyle diseases in Kiambu County. The Theory of Planned Behaviour (TPB) and the Health Belief Model (HBM) guided this research. Descriptive study design with cross-sectional survey was utilized. The study was conducted in three Kiambu County hospitals, Kiambu Level Five Hospital, Thika Level Five Hospital and Kihara Level Four Hospital. The study had a target population of 2,700 patients. The study sample size comprised of 215 patients along with 3 clinicians, 3 doctors and 3 nutritionists. The patients were selected using systematic sampling technique while the healthcare practitioners were selected using purposive sampling technique. Data collection tools were a questionnaire and an interview schedule. The patients responded to the questionnaire while the healthcare practitioners responded to the interview schedule. The study tools were pre-tested on 27 patients at Ruiru Level 4 Hospital. The questionnaire was assessed as reliable as it yielded a Cronbach’s alpha value of 0.85. Quantitative data were analysed using various descriptive statistics namely frequency, percentages, mean and standard deviation as well as inferential statistics in the form of Pearson correlation analysis using SPSS version 28. Qualitative data was analysed via content analysis with results reported verbatim. A total of 215 patients took part. From the findings, 61% of the patients ate unhealthy foods often;73% were physically inactive and 69% engaged in harmful use of alcohol. When stressed out, 61% (mean = 3.21, SD = 0.765) of the patients tended to sleep more; 54% (mean = 2.72, SD = 0.999) tended to eat a lot; 52% (mean = 3.43, SD = 0.987) drank alcohol excessively while 48% (mean = 2.62, SD = 0.963) engaged in self-isolation. On belief systems, 70% (mean = 3.88, SD = 0.591) believed that consuming expensive/fashionable diets, smoking and alcohol use was trendy while 68% (mean = 3.75, SD = 0.883) and 63% (mean = 3.71, SD = 0.772) agreed that meat consumption and alcohol use were part of their family celebrations. On peer pressure, 58% (mean = 3.89, SD = 0.821) ate more meat when with friends; 55% (mean = 3.71, SD = 0.905) took a lot of alcohol when with friends during weekends; 60% (mean = 3.43, SD = 0.749) agreed that their use of alcohol and cigarettes was influenced by friends; 61% (mean = 3.75, SD = 0.916) were at greater odds of excessive substance use (smoking or using alcohol) when with friends and 64% (mean = 3.63, SD = 0.735) were likely to eat unhealthy foods when out with friends. The study concluded that maladaptive stress coping mechanisms, unhealthy belief systems and peer pressure influenced unhealthy behaviour among the participants. The study recommends that health care providers should sensitize patients living with lifestyle diseases on the dangers of unhealthy lifestyle behaviour to their condition and should advocate for adoption of healthy living behaviours among these patients.

The Role of NGOs in Bridging the Digital Literacy Access Gap in Public Primary Schools in Buuri and Isiolo Sub-County

2025-01-13T08:53:19Z

The Role of NGOs in Bridging the Digital Literacy Access Gap in Public Primary Schools in Buuri and Isiolo Sub-County Kinoti, Purity Ntinyari The purpose of this study was to examine the role of Non-Governmental Organizations in bridging the digital literacy access gap in public primary schools in Buuri and Isiolo sub-counties. The study used a comparative approach, comparing access in schools with NGO sponsorship and those without. The objectives were: to assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties; to assess the functionality of digital learning infrastructures in sponsored and non-sponsored schools; to assess the Digital Literacy programme (DLP) capacity-building programs in sponsored and non-sponsored public primary schools; and to evaluate the relevance of digital content in sponsored and non- sponsored public primary schools. The study was guided by Jan Van Dijk’s Theory of Digital Technology Access and Social Impacts. The researcher used a descriptive research design, and the location of the study was Buuri and Isiolo sub-counties in Meru and Isiolo counties respectively. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. The questionnaires were tested and re-tested with 7% of the sample – 1 school. Cronbach's alpha coefficient was used to test the reliability of the instruments, and the instruments were found reliable with all registering coefficients of 0.707, 0.922, and 0.817 respectively. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration alongside the findings from descriptive data. The findings showed that sponsored schools have better access to digital literacy, with the mean scores of data on each of the four objectives being much higher and standard deviation scores lower than the scores of the non-sponsored schools. Data showed that sponsored schools have better infrastructure, more functional digital gadgets, more regular DLP training programs, and better interactive digital content. Simple regression analysis showed that NGO-sponsored schools had lower p-values than the non-sponsored schools for all the variables in all the four objectives. These results indicate significant differences in infrastructure availability, functionality of the infrastructure, training programs and the relevance of the digital content available, supporting the rejection of the null hypotheses. The study concludes that schools with NGO sponsorship have better access to digital literacy and recommends among other things, more NGO support for other public primary schools, more structured and intense in-service training of teachers, and further research on the impact of