Abstract:
Education plays a key role in human development through acquisition of knowledge and skills that are necessary for active participation in the development of a nation. It is propagated through the school system as a social unit. Despite its importance, completion rates of primary school education in Arid and Semi-Arid Lands (ASAL) of Kenya is generally still low. This study sought to establish factors that contribute to low completion rates of girls in primary schools in Mogotio Sub County. The study adopted the descriptive research design. Six schools were purposively selected out of the twenty four primary schools in the Sub County. A sample 6 head teachers, 52 class teachers, 45 girl pupils and 12 household heads who took part in the study were selected using stratified and simple random sampling techniques. Questionnaires were used to solicit information from head teachers and class teachers‟ while interview guide was used to collect data from girl pupils and household heads. The data collection tools were validated and pilot tested for reliability. The head teachers‟ and class teachers‟ questionnaires yielded reliability coefficients of 0.7571 and 0.7193 respectively. The data was analyzed using the Statistical Package for Social Science (SPSS) and the results of the analysis presented in the form of frequencies, percentages means standard deviations and charts. The results of the study indicated that boys have higher chances of completing primary school than girls. It was also found that girls primary school completion rates were influenced by economic, social-cultural and school environment factors. It is hoped that the knowledge gained from the findings of the study will enable teachers, parents, the government and other stakeholders‟ device interventions that will lead to higher school completion rates for girls in primary.
