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Title
Influence of changing day secondary into boarding on students' participation in public secondary schools in Trans Nzoia West, Kenya |
Full text
http://erepository.uonbi.ac.ke/11295/90891 |
Date
2015 |
Author(s)
Ouma, Peter O |
Abstract
Changing day secondary into boarding schools is an emerging trend in education
sector in Kenya. This trend however tends to affect students' participation in
education. This study was conducted in schools that changed from day to
boarding. It sought to determine how students' enrolment, retention, studentteacher
ratio and completion are influenced by changing day secondary into
boarding school in public schools in Trans Nzoia West Sub County. The study
was anchored on the Change Theory by Peter Senge (1990). This was a
descriptive survey research that targeted the 9 secondary schools that changed
from day to boarding in Trans Nzoia West comprising of 9 principals. 24 form
four class teachers and 1883 form three and form four students. Purposive
sampling was used to pick the 9 principals, 9 form four class teachers and 188
students were selected using simple random sampling. The data was collected
using questionnaires. The data was analyzed by calculating percentages,
frequencies and presented using tables, frequencies and percentage. The study
established that changing day secondary into boarding schools decreased the
enrolment of students in an educational institution. This is because of the
increased boarding fees as students opted to join day schools. Retention was very
good as those students who had enrolled performed well as a result of increased
contact hours with their teachers. Promotion was high and low cases of
repetition. It was also revealed that as a result of reduced enrolment, the class
size improved and the student-teacher ratio decreased. Completion also improved
as students who were enrolled benefited from subsidized secondary education and
bursaries. From the research several recommendations are made; whenever a
school or educational stakeholders decide to change a school status from day to
boarding, several mitigating factors ought to be factored in, education
stakeholders should come up with modalities of starting girls' and boys' boarding
schools, the new schools should address gender parity, the stakeholders in
education should ensure that when a school changes status, children from poor
backgrounds should not be locked out and incentives should be given to students
to enable them access and complete the school cycle. Suggestions for further
studies have also been given which include; a replica of the study should be
carried out in other areas, a study on influence of changing day school into
boarding on boys'/girls' participation in education and a study on influence of
changing day school to boarding on performance. |
Language
en |
Publisher
University of Nairobi |
Type of publication
Thesis; en_US |
Format
application/pdf |
Repository
Nairobi - University of Nairobi
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Added to C-A: 2021-03-08;10:56:38 |
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