Gender differences in completion and dropout rates for primary school education in Homa Bay County, Kenya

Abstract

Education in Homa Bay County is typical of the education system in all resource pro-poor counties in Kenya. It is characterized by low enrolment levels, high dropout rates and low completion rates influenced by such factors as type, and location of a school; class repetition; pregnancies, and early marriages; school transfers; and, drug Abuse. This present study was conducted in Homa Bay County located in the South Western region of Kenya, along the shores of Lake Victoria. The purpose of the study was to determine whether the type and location of a school influence gender differences in completion and dropout rates in primary school education. To explore this phenomenon, the study utilized sixty (60) public and private primary schools located in urban and rural areas; and, drawn from four divisions of Homa Bay County. This study is significant as it determines the retention efficiency of the education system. It employed a stratified random sampling approach within the descriptive survey design in conducting the study. Two Data collection instruments (i.e., a data capturing form and a questionnaire) were utilized to collect data. Validity of the instruments was established through controlling for the authenticity of the documents used, and double checking for the accuracy of the information extracted using the data capture instrument. Two members of the teaching staff from the department of Educational Psychology of Moi University assured the validity of the questionnaire by assessing whether the items covered the concepts measured. Reliability of the questionnaire was assured using the test-re-test method in which scores for the first, and second tests were collated. A Cronbach alpha of 0.78 was obtained. Data was analyzed using descriptive statistics to give simple percentages, totals, and frequencies. The study found that More boys remain in school until completion compared to girls whether it is at Rural-based or urban based schools; implying more girls dropping out of school than boys. Also, more girls enrolled in Rural-based primary schools dropped out of Primary education compared to girls enrolled in urban Primary schools mainly due to distance to and from school. Furthermore, 62% of the pupils enrolled in urban schools completed primary education compared with 56% from rural primary schools. Majority of the dropouts occurs in standard six and seven due to repetition, transfers, pregnancies, and early marriages accounting for the observed gender differences. The study recommends that the government to enforce various actions, and promote sensitization of the community, and stakeholders to play their role in stemming dropouts, provide basic counselling skills to all teachers as well as putting them under performance contract.