Influence of socio-economic factors on pupils transition from primary to secondary schools in Machakos Sub-county

Abstract

The aim of this study was to investigate the socio-economic factors influencing transition of pupils from primary school to secondary school in Machakos Sub-county. This study was necessitated by the relatively low transition rate of pupils in Machakos Sub-County of 75% compared to the national transition rate of 84%. The study was guided by three objectives which are to determine; the influence of cost of education on transition rates, the influence of parent’s educational level on transition rate, the influence of cultural factors in the community on transition of pupils from primary school to secondary school. The study employed descriptive survey design. The target population included 127 head teachers of public primary schools and 145 class 8 class teachers. Respondents were identified by use of purposive and random sampling method. The sample size was 40 headteachers and 40 class teachers. Data was collected by use of questionnaires. Piloting, together with the professional advice from the supervisors ensured the validity of the instruments. Reliability of the instruments was tested by use of test-re-test method. The study established that the cost of education, the level of education of the parents and cultural factors of the community remarkably impacted on the rate of transition of pupils from Primary to Secondary Schools in Machakos sub-county. The study concluded that cost of education had the greatest influence on the transition rates of pupils from primary to secondary schools in Machakos County. The study recommended that government ensures that measures are put in place to ensure 100% transition is implemented. Children’ performance should be firmly overseen by the school stakeholders. The education ministry should establish and enhance strict guidelines to ensure that no learner is subjected to child labor and all parents take their children to secondary school after completing class 8. Secondary education should further be subsidized to make it more affordable and more learning facilities constructed in day schools.