| dc.description.abstract | The importance of education as an agent of socio-economic development cannot be
underscored; yet, pupils continue to drop out of primary school despite basic education
being free in several nations, including Kenya. Documented information show that both
boys and girls drop out of school, with gender disparity in dropout rate from region to
region. In spite of this, previous researchers addressing education issues related to
enrolment, retention and dropout rate are often skewed towards the girl child. This means
that, there is scarcity of information on challenges facing boys in education including
their dropout rate. This study sought to address this gap by investigating factors
responsible for boys dropping out of primary school in Kihara Educational Zone of
Kiambu County, Central Kenya. The study explored boys’ characteristics that predispose
them to drop out of school. It investigated family, community and school aspects that are
responsible for boys dropping out of primary school.
The study was guided by social capital theory which posits that social relationship and
interaction with significant others influence on individual’s behaviour and decisions they
make in life. The study used descriptive survey design. It focused on boys who had
dropped out of primary school since 2009 to date as well as head and class teachers. The
sample size was 56, however, 54 responded. Methodologically, information was collected
using in-depth interviews, key informants and survey as a way of gaining insight to
factors responsible for boys’ dropout rate. Quantitative data was coded and analyzed.
Qualitative data was organised to sets of observations and presented thematically
according to study objectives. The findings indicate that most boys dropped out of school
in upper primary, several had abused drugs and had been exposed to money at an early
age. It also established that the boys were truant, had poor academic performance and low
education aspiration. The findings showed that boys who had dropped out of school were
from low socio-economic status, majority lived with both parents who had attained only
primary school level of education and were working in the informal sectors. These
parents had low value for boys education and gave more preference to girls expecting that
boys can fend for themselves. The study found out that the community contributed to
boys’ dropout by having a materialistic approach to life instead of education; it provided
illiterate role models and converted mixed secondary schools to girls only schools; it has
variety of economic activities that do not require education and high immorality that
lured boys out of school. The findings also indicated that schools have some push out
factors that affect boys such as, teachers sidelining boys who were weak academically,
boys being sent away from school, boring lessons, boys being laughed at and humiliated
by other pupils for being poor, harassment and harsh punishment especially from teachers
who settle score with boys because of having conflicts with their parents in the village.
The study concludes that boys who drop out of school have certain characteristics that
predispose them to withdraw from school. Similarly, there are family, community and
school factors that influence boys to drop out of school. As such, there is need to address
issues affecting boys’ education just like it is done for the girl child. Therefore, the study
recommends social change to promote and strengthen the understanding among families
of the value of educating boys. It also recommend equity policies to address the separate
needs of boys and girls, while still promoting gender equality as well as strategies to
address the particular needs of boys as may be required. | en |
