| dc.description.abstract | This study sought to investigate school based factors affecting transition of
girls from primary to secondary school in Golbo division, Moyale district,
Marsabit County. Five research objectives were set to guide the study aiming
at: establishing the extent to which teacher characteristics influence girls
transition to secondary schools’ determining the influence of learning and
teaching resources on transition of girls from primary to secondary school
establishing the extent to which assessment procedures influence the transition
of girls from primary to secondary school examining the extent to which
involvement of girls in the learning and teaching process influence transition
of girls from primary to secondary school and determining the extent to which
physical facilities influence transition of girl, from primary to secondary
school. The study adopted cross–sectional survey design in finding out the
effect causes and the necessary recommendations to the school based factors
affecting transition of girls from primary to secondary schools. Simple
random sampling was used in the study to select 20 headteachers, 60 teachers
and 36 class eight girls as a sample size. Data were collected using
questionnaires. Data collected were analyzed using a combination of
statistical computations.
The main findings in the study were that: only a small percentage of female
teachers are posted to Golbo division thus creating a severe shortage of role
model to be imitated by girls in the schools. Teaching resources and physical
facilities in many schools were inadequate contributing to low transition of
girls from primary to secondary school. Majority of the teachers did not
prepare the professional documents and very few of them use teaching aids
during their lessons. Teachers do not regularly give homework assignments,
mark the assignments and administer continuous assessment test, to measure
achievement of learnt content.
It was hereby concluded that teacher characteristics, leaning resources,
physical facilities and assessment procedures affect transition of girls from
primary to secondary schools. The study recommends more teachers be posted
to Golbo schools but taking care of gender. Quality assurance and standard
officers both from TSC and the ministry should frequently conduct schools
assessments to monitor standards, and the government to allocate more funds
to create and improve physical facilities in the schools. A study should be
conducted in different geographical areas involving teachers, pupils and
parents focusing on non school based factors affecting completion of girls
within the primary cycle. | en |
