THE RELATIONSHIP BETWEEN SCHOOL-LEVELFACTORS AND GIRLS’ PARTICIPATION IN PUBLIC PRIMARY SCHOOLS IN KURIA WEST SUB-COUNTY, KENYA

Abstract

Educating girls is one of the most important investments that any country can make. However, despite the remarkable success in reducing the basic education access gap worldwide and in Kenya, challenges still exist in providing quality education, especially to the girl child. This leads to learner attrition and lower school completion rates in primary schools in various areas in the country. In Kuria West subcounty in Migori County, cases of withdrawal, absenteeism, and poor performance among girls in primary education are rampant. The purpose of the study was to examine the relationship between school-based factors and girls’ participation in public primary schools in Kuria West Sub - County, Kenya. Specifically, the study sought to determine the relationship of learning resources and girls’ participation in public schools, relationship between school security and girls’ participation in public schools, and the relationship between school infrastructure and girls’ participation in public primary schools in Kuria West Sub - County. The study was guided on the Constructivism Theory. This study employed a correlational research design targeting one Sub - County Director of Education, ninety head teachers, and two thousand class 8 girls all from public primary schools in Kuria West Sub - County. Stratified random and purposive sampling techniques were used to select a sample size of 350 respondents. Data collection instruments were questionnaires and interviews. Data analysis was done using descriptive methods like frequencies and percentages and inferential statistical methods like correlations. It was established that there is a positive correlation between the school-based factors (learning resources, school security, and school infrastructure) and girls’ participation, as indicated by Spearman's rho correlations of 0.202, 0.486, and 0.664 respectively. The study thus concluded that school infrastructure, learning resources, and school security had a relationship girls’ participation in schools. The study recommended that policies be designed to address the achievement gaps in public primary schools through the provision of the requisite teaching and learning materials by proper investment in learning resources.Education officials and school boards of management to increase the allocation of funds to school infrastructure, particularly the water and sanitation substructure. A multi-sectorial collaborative initiative involving teachers, parents, government administrators, security officials, civil society members, and the general public should be set up to unravel this deeply rooted socio-cultural practice of girl’s insecurity, particularly girl harassment and other malpractices. The study suggests that a similar study be replicated to survey diverse county-specific factors to inform policy properly. The study also recommends that a further study can be done to determine whether classroom dynamics and teaching methodologies applied by teachers have anhad a relationship on the girls’ attendance and participation in school.