School based factors affecting transition of girls from primary to secondary schools in Golbo Division, Moyale District

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.