School of Education and Social Sciences

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Social Economic Status and Implementation of the 100 Percent Transition Policy in Public Primary Schools in Sololo Sub-County, Marsabit County
(Journal of Education, 2023-08) Galgallo, Abdullahi Dida; Thuba, Esther; Mwenda, Eric
The idea of a smooth transition from primary to secondary school is part of a global push to give all children a 12-year era of continuous learning. The high cost of secondary education in Kenya contributed to the low transfer rate from primary to secondary school. The government created Free Tuition Secondary Education and Free Day Secondary Education to lower the cost of education and improve transition rates from primary to secondary school. However, this movement has not resulted in a full transition rate in most sections of the country. This study aimed to assess the influence of social economic status on the implementation of the 100 percent transition policy from public primary schools in Sololo Sub-County, Marsabit County. The study used descriptive research design and the target population was 841 including one Director of sub-County Education, 25 Heads of primary schools, 25 chairpersons of primary schools BOM, and 790 KCPE candidates. The findings indicated that social economic status and the implementation of the 100% transition policy were positively and strongly correlated (r =.467, p =.00<0.05). The study concluded that parents' socioeconomic level had a favorable and significant impact on how the 100% transition policy was implemented in public elementary schools. The government should support parents through substantial subsidization of tuition fees to ensure that children do not miss school due to a lack of school fees. The government should develop programs aimed at creating awareness among parents on the importance of taking their children to secondary schools.
The Relationship between Rules and Regulations and Students’ Discipline in Public Schools in Eldama Ravine Sub-County, Baringo Kenya
(Journal of Education, 2021-09) Jeruto, Winnie; Gichohi, Paul; Mwenda, Eric
Schools offer education that is supposed to shape the moral behaviour of students by ensuring compliance to rules and regulations. However, students often do not follow these rules and regulations. This study assessed the influence of rules and regulations on students’ discipline in public secondary schools in Eldama Ravine Sub-County, Baringo, Kenya. Bandura self-efficacy theory was used. A descriptive survey was applied to collect data from 14 public secondary schools. The respondents were 215 teachers and 4,515 students. Forty-three teachers were sampled using a simple random sampling technique. Seventy-six students were sampled using stratified and purposive sampling techniques. Two sets of questionnaires were utilized to collect data; one for students and another for teachers. A pre-test was conducted in Batolimo boys’ high school in Baringo North Sub-County. School principals/deputies were also interviewed accordingly. The data were analyzed using SPSS to get descriptive statistics such as median, frequencies and percentage. Inferential statistics such as model summary, ANOVA and regression coefficients were used and results given using tables. The study attested that there was a problem with the present rules and regulations. This was because students were aware of the consequences of breaking the rules but still chose to be indiscipline. Hence, the study recommends that the teachers devise creative ways that could be used to offer alternative punishments to students. This study is relevant to school management since they can note the issues raised and develop various platforms such as class meetings that students get a chance to express what they feel needs to change on rules.
Determinants for Retention Rates in Primary Schools in North Horr Sub-County, Marsabit County, Kenya
(African Journal of Emerging Issues (AJOEI)., 2020-07) Malelu, Sylvester Munyalo; Gichohi, Paul Maku; Mwenda, Eric
Purpose of the study: The purpose of this study was to assess determinants for learner’s retention in primary schools in North Horr Sub County, Marsabit County, Kenya. It adopted Vincent Tinto’s model of learner’s departure in investigating the phenomena. Problem statement: The Kenya government has continued to improve the provision of education for all (EFA) as evidenced by the introduction of free primary education which was started by the National Rainbow Coalition (NARC) government in 2003. Despite effort by the government across the country, learners in North Horr Sub County which has nomadic and pastoralist communities have experienced challenges in acquiring the basic education because of socialcultural factors such as cultural rites, early marriages and Female Genital Mutilation (FGM) among others. Research methodology: The study employed a descriptive survey research design and obtained data from 5 head teachers, 50 members of teaching staff and one Area Education Officer (AEO), using questionnaires and interview guides. SPSS was used to compute mean, percentages and standard deviation while thematic analysis was used on qualitative data. Findings: The study established that there was high rate of gender imbalance in primary schools in North Horr Sub County, Marsabit County. This was attributed to culture-related factors such as pastoral lifestyle, cultural values, community’s negative attitude towards education, engagement in domestic work, social-economic characteristics, and environmental factors. Conclusion: The study noted that retention rates in primary schools in North Horr Sub County of Marsabit County were low especially for girls across all the years which was attributed to socialcultural and social-economic factors. Recommendation: The study recommended that communities and the Ministry of Education should construct more boarding schools, establish mobile schools; sensitize parents on the need for education as an alternative to pastoralism life, and provide guidance and counseling to pupils.

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