Institutional factors influencing girl- child participation in primary education in Kwanza division, Trans-nzoia county, Kenya
Abstract
The purpose of this study was to investigate factors influencing girl-child’s
participation in primary education in Kwanza Division, Trans-Nzoia County
Kenya. The study sought to determine the extent to which pupil’s age, pupil/teacher
relationships, provision of sanitary towels, peer pressure and guidance and
counseling influence girl-child participation in primary education in Kwanza
Division, Trans-Nzoia County, Kenya. There are 35 primary schools in the Kwanza
Division, Trans-Nzoia County, Kenya. The study targeted population comprised of
35 headteachers, 35 class teachers and 420 girls from the sampled schools. Simple
random sampling technique was used to select schools whereas the respondents
were picked purposively. The respondents who were picked purposively were those
from double streams because of their larger population. Out of 35 schools, 10 of
them were double streams. The study used self-constructed questionnaires as
research instruments to administer to head teachers, class eight teachers and class
eight girls. A test retest technique was used to estimate the degree to which the same
results could be obtained with the same repeated measure of accuracy. The data was
then analyzed using frequency tables. 168 girls equivalent to 40% of those
interviewed showed that age was a determining factor in girl child participation in
education. 80% of the headteachers, 70% of the class teachers, 66% of the pupils
indicated that those who got involved in pupil teacher relationships were affected.
Provision of sanitary towels was a factor to be considered as those who received
indicated by 45% participated in education as compared to 50% of those who did
not receive and did not participate in education. The findings of the study indicated
that girl-child participation in primary Education was influenced by age,
pupil/teacher relationship, provision of sanitary towels, peer pressure and guidance
and counseling. The study concludes that girls should not be made to repeat classes;
they should always be motivated to perform well so that they are promoted to the
next classes. The study also concludes that pupil/teacher relationships should be
cordial, friendly and be full of encouragement but not harassment to foster daily
attendance of school by girls; they should be regularly given sanitary towels. The
study also concludes that that peer pressure greatly affects girl-child participation
in primary Education; the girls should be guided and counseled regularly. The study
recommends that acceleration should be allowed to girls who are overage so that
they can complete primary Education in time. The study also recommends that
acceleration should be allowed to girls who are over age so that they can complete
primary Education in time. The study also recommends that male teacher found
harassing the girls should be dealt with according to the Teachers Service
Commission, TSC regulations. Further research was suggested to be done on girlchild
participation in primary Education in Private Schools and also be done to
investigate factors influencing girl-child access to primary Education in Kwanza
Division, Trans-Nzoia County.
Publisher
University of Nairobi
Description
Thesis
Collections
- Faculty of Education (FEd) [6020]