School Based Factors Influencing Girls’ Completion Rate in Public Secondary Schools in Tigania East Sub-county of Meru County, Kenya

Abstract

The purpose of this study was to identify the school based factors influencing girls’ completion rate in public secondary schools in Tigania East Sub-County of Meru County, Kenya. The study was guided by four objectives supported by corresponding research questions. Review of related literature covered various themes such as the influence of school environment on completion rate, motivation by teachers and parents, influence of repetition on completion rate, influence of loaded curriculum on completion rate and influence of poor learning resources on completion rate. This research utilized a descriptive survey which employed both quantitative and qualitative approaches. A sample of twenty (20) schools from the population of forty three (43) public secondary schools in Tigania East Sub-County was selected through random sampling. From the findings, it was concluded that the school environment has an influence on girls’ completion rate in public secondary schools in Tigania East Sub-County of Meru. The learning resources were not of good quality and the availability of school learning resources were not enough. This means that the quality and inadequacy of school learning facilities negatively influenced girls retention in schools. There was also lack of adequate amenities for girls hence influencing girls’ completion rate in the public secondary schools. Majority of the students; indicated that there was inadequacy of clean latrines, unavailability of latrines with sanitary pads disposal facilities, unavailability of sanitary pads, unavailability of the teachers houses. This means that adequacy and availability of the resources in the schools was not as recommended and hence influenced girls’ completion rate in the public secondary schools. The study also found out that repetition policy implementation had significant influence on completion of girl child education. This means that most of the schools had repetition policy that influenced girls’ completion rate in the public secondary schools. The study also found out that most schools implemented the repetition policy thus influencing girl child school completion. Also, majority of schools conducted regular campaigns to encourage parents to enroll their girls while some had copies of documents or resources that address inclusive education. Most of the head teachers understood the importance of girl child education. The study also found out that girls experienced discrimination, sexual harassment and abuse from students and that teachers demoralize girls in the classroom, contributing to the girls’ feeling that they do not belong in school. It was found that teachers discriminated when calling on those to answer questions. A majority of the students strongly agreed that girls experienced discrimination, sexual harassment and abuse from the teachers. Most of the students agreed that transfer to other schools is the reason for girls drop out from school and also that the reason for girls drop out was early marriages. Some attributed this drop out to pregnancy. Many of them indicated the reason to be poverty/lack of school levies while others indicated that it could be as a result of expulsion. Majority of the principals agreed that girls indeed experienced discrimination, sexual harassment and abuse from their fellow students. Majority of the teachers agreed that harsh environment influences girls’ completion rates while inadequate teaching staff has also a great influence. A large number of teachers agreed that inadequate guidance and counseling influenced girls’ completion rates while others felt that girls’ completion rates are caused by inadequate instructional materials and sanitary facilities. Government policies was also found to contribute towards girls completion rates and so do repetition rates. The study found out that there was need to formulate education policies and to bring on board parental involvement, affordable levies, guidance and counseling and teacher improvement. There was also need for provision of instructional resources and motivational schemes to promote girls’ completion rates in secondary education.