FACTORS AFFECTING GIRL DROP-OUT IN SECONDARY SCHOOLS IN

NAVAKHOLO, SUB-COUNTY, KAKAMEGA COUNTY

PHOEBE AWINJA ODHIAMBO

ADM.NO MED/2020/65467
 Chapter 1: Introduction

Introduction

The chapter presents research background, problem statement, research objectives,

research question and study significance. The chapter also outlines research scope, conceptual

framework and definition of key term.

Background information

Globally, millions of girls drop out of their secondary school education cycle (UNICEF,

2015). The failure of girls to complete their secondary school education is a main concern

attracting international attention for the past twenty years. Global efforts have resulted to the

implementation of UN’s Millennium Development Goals of empowering women and promoting

gender equality and the UNESCO’s Education for all Goal 5 (gender equality) and Goal 4

(quality education). Over 180 nations, including Kenya, have adopted the Universal Secondary

School Education Policy (Free Secondary Education) as part of this this implementation, which

has resulted to significant improvement in secondary school enrolment. For instance, primary to

secondary school transition in Kenya stood at 92% in 2020, a rise of 5.5% from 2019. However,

% of those enrolled at secondary school level dropped out. Girls consist of the significant

percentage of those who dropped out. The high rate of girl drop out is not acceptable provided

that education is a right that is critical for the nation’s social, economic and political growth.

Besides, achieved universal secondary education implies over 90% completion rates of a quality

basic cycle of education.

Kakamega County is one of the regions in Kenya where children prematurely quit

secondary education in large numbers. Kenyan government introduced cost reduction measures

at secondary school level in attempt to attain the EFA completion rate of at least 95% at
secondary level by 2015. Some of the approaches included support in construction of low cost

schools, enforcement of fees guidelines, introduction of free day secondary education in 2008.

However, almost two decades after the introduction of these intervention, the problem of

secondary school dropout still persists in Kakamega County at 21% (MoEST, 2017). The

Navakholo sub-county non-completion rate of 19% lags far behind the EFA target by a

substantial fourteen percentage points (MoEST 2017). While studies have determined the

predictors of girls not completing secondary education in other parts of Kenya (Mosigisi et al.,

2015), no studies have been performed in in Navakholo, sub-county, Kakamega County. The

failure of girls to complete secondary education cycles negatively impact their future their

communities and offspring (UNICEF, 2015). The negative impact warrants the need for all

stakeholders including teachers, government, community leaders, and parents to focus on

promotion the completion of secondary education for all children, specifically girls.

Statement of problem

The problem addressed in this study is that it is not known which factors affect girl

students’ drop out in secondary schools in Navakholo, sub-county, Kakamega County. Despite

efforts undertaken by the Kenyan government to improve quality of secondary education, there is

a growing concern regarding girl students’ drop-out in secondary schools. The World Bank

affirms that fewer than one-thirds of girls entering lower secondary school complete their

education. The Human Right Watch (2017) reported that nearly 8,000 girls drop out of school

every year because of pregnancy. The studies have cited several factors such as institutional

factors, school related factors, cultural factors and economic factors to contribute to girl students’

drop-out in secondary school (Mosigisi et al., 2015). Mtua (2014) found that household income,

family type, lack of guidance, lack of self-esteem, unsupportive parents and child labor affected
girl student drop-out in public secondary schools in Kitui Central District. While studies have

determined the predictors of girls not completing secondary education in other parts of Kenya,

no studies have been performed in in Navakholo, sub-county, Kakamega County. The failure of

girls to complete secondary education cycles negatively impact their future their communities

and offspring (UNICEF, 2015). The Navakholo sub-county non-completion rate of 19% lags far

behind the EFA target by a substantial fourteen percentage points (MoEST 2017). The negative

impact warrants the need for all stakeholders including teachers, government, community

leaders, and parents to understand factors that promote the non-completion of secondary

education for all children, specifically girls.

Purpose of study

The purpose of this study is to investigate factors related with secondary school dropout

in in Navakholo, sub-county, Kakamega County

Research Objectives

 To identify economic factors affecting girl drop-out in secondary schools in

Navakholo, sub-county, Kakamega County

 To determine political and institutional factors affecting girl drop-out in

secondary schools in Navakholo, sub-county, Kakamega County

 To identify cultural factors affect girl drop-out in secondary schools in

Navakholo, sub-county, Kakamega County

 To identify school factors affecting girl drop-out in secondary schools in

Navakholo, sub-county, Kakamega County

Research Questions

RQ1. Which economic factors affect girl drop-out in secondary schools in Navakholo,

sub-county, Kakamega County?

RQ2. Which political and institutional factors affect girl drop-out in secondary schools in

Navakholo, sub-county, Kakamega County?

RQ3. Which cultural factors affect girl drop-out in secondary schools in Navakholo, sub-

county, Kakamega County?

RQ4. Which school factors affect girl drop-out in secondary schools in Navakholo, sub-

county, Kakamega County?

Significance of the Study

Secondary school dropout is a critical issue for international community and the Kenyan

government. The Kenyan government in collaboration with international organizations such as

the United States Agency for International Development, the Department for International

Development UK and the United Nations Girls Education Initiative have direct substantial effort

towards improving girl education though measures such as supplying classroom instructional

materials, affirmative actions for girl enrolment at primary, secondary and university level, and

the introduction of universal secondary education. Unless these organizations understand factors

influencing girl drop-out in secondary schools in Navakholo, sub-county, Kakamega County,

these measures will fail to generate the desired results. The proposed study will inform on why

girls in Navakholo, sub-county leave secondary schools and what approaches the community

leaders and parents can take to limit the high drop-out rates. The results of this study will also

improve government’s efforts in reducing the number of children not completing secondary

schools.
Conceptual Framework

The conceptual model depicted cause-effect relationship between independent and dependent

variable. The cause effect will include the impact of several variable on one dependent variable.

The dependent variable for this study is the girl student drop out. The independent variables

included economic factors, school factors, cultural factors, political and institutional factors. The

main interest is to identify factors that have a significant positive effect on girl students’ drop

out.

Figure 1. The Conceptual Framework

Adopted from Mosha, 2014

Definition of Operational key Terms

The following terms are operationally defined for the specific use of this study.

Attrition. Attrition describes a student’s personal background and the interactions

experienced in relation to the institution that determines if they will remain enrolled on

secondary schools (Willcoxson, Cotter, & Joy, 2011). According to Schuetz (2008), attrition is

defined as leaving education before achieving one’s educational objectives.

Retention. Retention references the capability of a secondary schools to retain a student

from enrollment and attendance through certificate completion (Seidman, 2006).

Dropout. Dropouts are students who have formally withdrawn, abandoned, or

discontinued their education pursuits (Kember, 1995)

Limitation of the Study

Limitations are potential research study’s weaknesses closely associated with the funding

constraints, chosen research design, statistical model limits, or other factors that usually are out

of the researcher’s control (Theofanidis & Fountouki, 2018). One limitation was that the

instruments collect self-reported data that may be affected by the participants’ inaccurate

responses due to the social desirability bias. The researcher may need to address inconsistencies

in data analysis arising as a result of the nature of these scales. The second limitation was that the

quantitative correlational-predictive research design was selected to examine the predictive

relationship between independent and dependent variable. This design allowed the researcher to

investigate if a relationship existed between the variables in a single set of participants (Turaga,

2016); however, it did not indicate why the relationship exists or does not exist. Qualitative

methodology would answer the “why” question, but, at the same time, it would limit the
generalizability to other populations due to qualitative methodology’s inability to study large

samples (Edmonds & Kennedy, 2017).

Summary and Organization of the Remainder of the Study

Chapter 2 includes a review of current research on factors affect students’ drop-out.

Chapter 2 explains the theoretical and conceptual frameworks behind the study. Chapter 2 also

explains the background of the problem and how this study’s findings will fill gaps in the current

body of knowledge.

Chapter 3 includes the methodology, research design, and procedures for this

investigation and presents how the research design is appropriate and will ensure the study’s

success. The chapter includes the study population, research materials, sources of data, and

ethical considerations when conducting the study. The chapter similarly includes the research

philosophy and the practical deliberations vital to the research.

Chapter 4 details how the data will be analyzed and provide a written and graphic

summary of the results. Chapter 4 also discusses the limitations found while conducting the

research. Chapter 5 is an interpretation and discussion of the results related to the existing body

of research related to the dissertation topic. Chapter 5 discusses and summarizes the fundamental

issues that arise from the research. This chapter provides the theoretical and practical

contributions made by the present study. This chapter also addresses the study’s contributions to

existing knowledge, theory, literature, policy implications, and recommendations.

 References

Huebler, (2017). More Children are out of school in poor countries. International Education

Statistics. UNESCO Institute of Statistics. Retrieved from

https://huebler.blogspot.com/2017/07/oos.html.

KCTF. (2017). Kakamega County Task Force Report. Kakamega County: MoEST & ICT,

Kakamega County

Mosigisi, M, Wanbua B., & Soina, S (2015). Factors influencing Educational Wastage Among

Girls in Secondary Schools in Kenya.: A case of Kisii Central District Department of

Educational Management and Policy Studies. European Scientific Journal 11(16)

CORRECTION COMMENTS

TOPIC

-Ok though the word “influence” can be replaced since it leads to experimental research design.

BACKGROUND

-Background is a brief overview of the research problem.

-Briefly establish the context of the research

-Give it a historical perspective to present the problem including a brief description of the site of

the study

-Exhaustively explain the extent of the problem globally, regionally, Kenya and specifically your

county/Sub County.
STATEMENT OF THE PROBLEM

-Focus your problem in-line with the topic

-The problem of your study according to the topic is to establish factors causing the high drop-

out rate of girls in Navakholo. High dropout rate in itself is not a problem.

-Explain why the study is necessary and worthwhile. Have a few prior researches done and

identify gaps/errors/contradiction and present your knowledge gap. State how your study will

address the gap

PURPOSE OF THE STUDY

-Purpose is the main objective of the study. What you’ve written such as design, data analysis

come in chapter 3

OBJECTIVES/RESEARCH QUESTIONS

-Focus your questions to the to the problem and research topic. Research questions are sub-

problems

-Avoid double questions, let them be clear and precise.

-As you frame the questions have it in mind the kind of data to collect and analysis.

SIGNIFICANCE

-Fairly done.

-State how findings of your study will be beneficial and whom will they benefit.

CONCEPTUAL FRAMEWORK

-Let your conceptual framework show the relationships between variables in the study i.e

dependent and independent.

-Also explain the variables in the conceptual framework

-Let it be clear and concise

- When you adopt like you’ve done, simplify and adapt so that it suits your study.

Go ahead and write chapter one. Other things can be corrected as we progress.