A research study project

REASONS FOR SCHOOL DROPOUT AMONG STUDENTS AGED 15 TO 21 YEARS IN KENYA. A CASE STUDY IN KENYA, KISII COUNTY, NYAMACHE SUB-COUNTY.

BY

xxxxxx K. ROSE

SEC1/HDPSY/0xx/xx23

SUPERVISOR

MADAM ANGELA OMAE

A STUDY PROJECT PRESENTED AS PART OF THE REQUIREMENTS FOR THE ADVANCED DIPLOMA IN PSYCHOLOGICAL COUNSELING

SCHOOL: SEREIN EDUCATION CENTRE

YEAR: 2022

i. DECLARATION

I declare that this research project is the culmination of my independent work, and not of any collaboration. It has never before been presented in any other institution.

Signature: ______________________

Date: ____________________

NYABWARI K. ROSE

SEC1/HDPSY/021/6623

I certify that the student under my supervision completed the task described in this research proposal.

Signature: ______________________

Date: ____________________

MADAM ANGELA OMAE

 

ii. ACKNOWLEDGEMENT

My profound gratitude is extended to my supervisor, Madam Angela Omae, for her expert direction, varying recommendations, and contributions that enabled this research proposal to be completed successfully. I am incredibly appreciative of her dependability for letting me talk with her to improve the caliber of this research project.

I also thank my classmates for their assistance, which helped my research proposal succeed either directly or indirectly. I appreciate your continual support throughout the research study.

 

iii. DEDICATION

First, to the All-Powerful God, who has served as my source of strength and divine inspiration throughout my life.

To my beloved husband Jacklark Osaso, who has served as my main source of courage and motivation. He gave me unwavering encouragement and support.

To my beloved Sons Watson and John, my daughters Elizabeth and Rebecca, who have brought me so much delight and are the rationale I work so hard.

 

1 TABLE OF CONTENT

Contents:

i. DECLARATION 2

ii. ACKNOWLEDGEMENT 3

iii. DEDICATION 4

TABLE OF CONTENT 5

iv. Abstract 7

1. CHAPTER ONE: INTRODUCTION 8

1.1 Introduction 8

1.2 Background to the study 8

1.3 Description of the issue 9

1.4 Research questions 11

1.5 Objective of the study 11

1.6 Justification of the above study 11

1.7 Study's scope and limitations 11

1.8 Operational definition of terms 12

2. CHAPTER TWO: LITERATURE REVIEW 15

2.1. Introduction 15

2.2. Overview of school dropout in Kenya 15

2.3. Overview of school dropout in Africa 16

2.4. Overview of school dropout globally 16

2.5. Strategies for effectively reducing school dropout rates across the globe. 17

2.5.1. Community and School Perspective 17

2.5.2. Making the Most of Instructional 17

2.5.3. Basic Core Techniques 17

2.5.4. Interventions made early 18

2.5.5. Community and school collaboration. 18

2.5.6. Early Childhood Education. 18

2.5.7. Post-School Opportunities. 18

2.5.8. Service-Learning. 18

2.5.9. E-learning. 19

2.5.10. Effects of school dropout 19

2.6. The effects of school dropout in Kenya include: 19

2.7. The effects of school dropout in Africa are: 19

2.8. The effects of school dropout globally are: 20

2.9. Legal Framework on school drop-out rates 21

3. CHAPTER THREE: RESEARCH METHODOLOGY 22

3.1. Introduction 22

3.2. Research Design 22

3.2.1. Data Collection Methods 22

3.2.1.1. Survey 22

3.2.1.1.1. A sample questionnaire used. 22

3.2.1.2. Observations 24

3.2.1.3. Focus groups 24

3.3. Target Population 24

3.4. Unit of Analysis 24

3.5. Sample Size and Sampling Procedure 24

3.6. Data Analysis Plan 26

3.6.1. Sample Histogarm 26

3.7. References 27

 

iv. Abstract

The high dropout rate among students aged 15 to 21 years in Kenya is a serious problem with far-reaching implications. This study seeks to understand the reasons for school dropouts among students aged 15 to 21 years in Kenya, and to identify effective interventions for reducing dropout rates. Data from the Kenya National Bureau of Statistics (2017) shows that the dropout rate among this age group was 21.8% in 2017. This is a significant increase from the 14.1% recorded in 2012. The most commonly cited reasons for school dropouts include financial difficulties, early marriage and pregnancy, long distances to school, and lack of interest in school. Various interventions have been shown to be effective in reducing dropout rates, including financial assistance programmes, educational programmes that focus on engaging students, and programmes that address the specific needs of girls.

 

1. CHAPTER ONE: INTRODUCTION

1.1 Introduction

In Kenya, the reasons for school dropouts among students aged 15 to 21 years are manifold. In respect to Nyamache sub-county where the research was conducted, some of the most commonly cited reasons include financial difficulties, early marriage and pregnancy, long distances to school, and lack of interest in school. Other less frequently cited reasons include family responsibilities, such as taking care of younger siblings, and conflict with teachers.

There isn't a particular, universal remedy to the problem of school dropouts in Kenya. However, various interventions have been shown to be effective in reducing dropout rates. These include financial assistance programmes, such as school fee waivers and bursaries; educational programmes that focus on engaging students and making school more relevant to their lives; and programmes that address the specific needs of girls, who are more likely than boys to drop out of school.

1.2 Background to the study

Kenya National Bureau of Statistics. (2017). Education Statistics Digest.

In Kenya, the number of students aged 15 to 21 years who drop out of school is alarmingly high. According to the most recent data from the Kenya National Bureau of Statistics, the dropout rate among this age group was 21.8% in 2017. This is a significant increase from the 14.1% recorded in 2012.

Firstly, a consideration is to be done in regard to the various reasons as to why students drop out of school in Kenya. As cited above, some of the most commonly cited reasons include financial difficulties, early marriage and pregnancy, long distances to school, and lack of interest in school. Other less frequently cited reasons include family responsibilities, such as taking care of younger siblings, and conflict with teachers.

Then secondly, the study is to check upon the high dropout rate among students aged 15 to 21 years (in Kenya at large and narrow it down to Nyamache sub-county) and the serious implications it posts for Kenya’s future. Dropouts are less likely to find employment, and more likely to live in poverty and rely on government assistance. They are also more likely to engage in risky behaviours, such as drug use and underage drinking.

Third and lastly, the study is to consider possible solutions in place, proposed and personal views to curb the positive dropout rate in Nyamache sub-county and even Kenya at large.

The problem of school dropouts is a complex one, and there is no one-size-fits-all solution. However, various interventions have been shown to be effective in reducing dropout rates. These include financial assistance programmes, such as school fee waivers and bursaries; educational programmes that focus on engaging students and making school more relevant to their lives; and programmes that address the specific needs of girls, who are more likely than boys to drop out of school. But according to recent research there is shift, with implications showing that boys are at a higher rate dropping out than girls.

1.3 Description of the issue

In Kenya, Kisii County, Nyamache sub-county, the reasons for school dropouts among students aged 15 to 21 years are commonly financial difficulties, early marriage and pregnancy (also teenage pregnancy), long distances to school, and lack of interest in school. Other less frequently cited reasons include family responsibilities, such as taking care of younger siblings, and conflict with teachers. The high dropout rate among students aged 15 to 21 years has serious implications for Kenya’s future I.e., Dropouts are less likely to find employment, and more likely to live in poverty and rely on government assistance. They are also more likely to engage in risky behaviours, such as drug use and underage drinking. It means a dim future to them as individuals and the society at large. Example think of thefts, robberies, drug trafficking, etc. A society will comprise of such if thus issue is not settled.

According to the National Bureau of Statistics (Kenya), the dropout rate among students aged 15 to 21 years is steadily on the rise. At Nyamache sub-county a good number of girls are being engaged in premature relationships and end up with unwanted pregnancies which force them to early marriages. On the other hand, boys are becoming ‘Boda-boda’ hirings and are leaving school for this. Some reasons for the same are first; family responsibilities/ financial challenges, negative attitude towards school and education, school expulsion/suspension etc.

Pregnancy as a lead cause to school drop outs in Nyamache sub-county is that some due to petty premature relations they engage in, more so with Boda-boda riders who entice them with money, leads them to getting impregnated. Unwanted pregnancies, leads to student dropping out of school because of two main reasons, one; shame. Due to a lot of despise and shame from students, teachers and parents, plus the guilt, the girl child leaves school, probably never to attend school again leading to the major second cause which is early marriages. Due to unwanted pregnancies, pressure from family members may force to students running away from home to the one responsible for the pregnancy. Some other times a student tries to escape punishment or even shame and contempt. Also, in some very rare instances in our present age some girls may drop out of school because they are pressured into getting married at a young age. This usually results in the girl dropping out of school in order to fulfill her marital duties.

Financial difficulties: One of the main reasons why students drop out of school in Nyamache sub-county is because they cannot afford to pay for school fees or other associated costs. The poverty rate at Nyamache sub-county is alarming as many students come from families who cannot even afford basics such as food, clothing and good shelter, afford the costs of schooling, such as tuition, school fees, and other associated expenses. As a result, these students are often forced to drop out of school in order to help their families financially. To at least put bread on the table, for either their un able parents due to old age or some other reasons and/or their younger siblings. This is a trigger to another cause noted as; Inability to find child care: If a student has young children, they may drop out of school to care for them.

Death in the family: In regard financial issues, still not meeting financial requirements for schooling may come as a result of death leaving students with a single parent (who may be un able to support them well) or total orphans with no one to look after them. Then here basics of life come in first, where students may drop out of school to take on responsibilities at home. We can conclusively say death in family leads to family responsibilities: Some students may drop out of school to take on responsibilities at home, such as caring for younger siblings or helping with household chores.

Academic difficulties: Some students may drop out of school because they are struggling academically and feel like they cannot keep up with their peers. Due to lack of diversification in our schooling system, some students may not get along okay with studies but can do well in other fields if identified and provided to them. This can as well trigger discrimination & Lack of interest in schooling,

Discrimination – Besides poor performance and lack of positive activity at school, some students may experience discrimination based on their social class (example poverty- low class students), ethnicity (Students from outside Kisii county but studying within Kisii county I.e., Nyamache Sub- County), or gender (Boys favored more on getting education than girls are.). This can make school a difficult and unwelcome environment for this student, leading them to drop out.

Lack of interest in schooling – Some students simply lose interest in schooling and decide to drop out. This may be due to a variety of reasons, such as boredom with the curriculum, lack of engagement with teachers and classmates, or feeling that they are not learning anything of value. This is largely due to diversification which our system should really consider.

Lack of transportation: If a student does not have access to transportation, they may drop out of school because it is difficult to get to and from school. In Nyamache Sub- County, students travel a long way to a school they dim best. They encounter a lot of challenges along the way, meet the wrong people sometimes, and in other cases no moral, improving of all schools around Nyamache subcounty may help a great deal.

Child labour – Many students drop out of school in order to work and help support their families. Child labour is particularly common in rural areas like here in Nyamache Sub- County, where families often rely on their children’s earnings to survive. Students drop out of school to search for labor for their daily survival. The most common labor that students drop out of school to in Nyamache Sub- County are quarrying/sand extraction and students becoming motorcycle hirings.

Poor school facilities – Some schools in Kenya lack adequate facilities and resources, which can make the learning environment difficult for students. There is a lack of adequate and convenient classrooms for study, low supply stationary materials, schools lacking libraries, lack of modernized teaching and learning materials in schools, etc. This may lead to students dropping out in order to find a better school. Which is hard to find here anyway.

Illness: it’s a rare case though, but again in each of its occurrence, there is a positive impact to school dropping out. IIf a student becomes ill; they may drop out of school to focus on their health. Long term illnesses such as cancer-based illnesses, HIV and Aids, fatal injuries etc., keep students from home to first concentrate on them, sometimes for a short while, other times for quite a long time, and some other time forever.

Personal or family problems – Some students may have to drop out of school due to personal or family problems, such as illness, pregnancy, or the death of a family member.

 

1.4 Research questions

1. What are the most common reasons for school dropouts among students aged 15 to 21 years in Kenya, Kisii county Nyamache sub-county?

2. What are the consequences of the high dropout rate among students aged 15 to 21 years in Kenya, Kisii County, Nyamache sub-county?

3. What interventions have been shown to be effective in reducing school dropout rates in Kenya, Kisii county Nyamache sub-county?

1.5 Objective of the study

To understand the reasons for school dropouts among students aged 15 to 21 years in Kenya, Kisii county Nyamache sub-county, and to identify effective interventions for reducing dropout rates.

1.6 Justification of the above study

The high dropout rate among students aged 15 to 21 years in Kenya is a serious problem with far-reaching implications. Dropouts are less likely to find employment (Kenya National Bureau of Statistics, 2017), and more likely to live in poverty and rely on government assistance. They are also more likely to engage in risky behaviours, such as drug use and underage drinking (Kenya National Bureau of Statistics, 2017). Therefore, it is important to understand the reasons for school dropouts among students aged 15 to 21 years in Kenya, and to identify effective interventions for reducing dropout rates.

1.7 Study's scope and limitations

The study would aim to understand the reasons for school dropouts among students aged 15 to 21 years in Kenya, and to identify effective interventions for reducing dropout rates. This would involve examining the most common reasons for dropouts, as well as the consequences of the high dropout rate. The study would also review existing interventions for reducing dropout rates, and assess their effectiveness.

The study would be limited to understanding the reasons for school dropouts among students aged 15 to 21 years in Kenya, and to identifying effective interventions for reducing dropout rates. It would not aim to solve the problem of school dropouts, but rather to provide information that could be used to develop more effective interventions. This means that the study would not address the issue of how to implement the interventions, or how to sustain them over the long term.

 

1.8 Operational definition of terms

Drug: Anything that alters how individuals feel, think, see, and act that is not food or water. Because of the molecules in it, it has an impact on how the body, mind, and emotions work. Chewing, breathing, smoking, drinking, rubbing on the skin, and injection are all ways that it might enter the body.

Drug abuse is the misuse of drugs for reasons other than therapeutic. It refers to the overuse of any psychotropic chemical that alters body functioning and makes a person more likely to argue with friends, teachers, and school authorities. Cognitive impacts include memory loss like "blackouts" and a person's inability to focus on academic tasks.

Drop out rate This phrase is used to describe the act of quitting or giving up on something. In this case, it is used to describe the act of quitting school. The drop out rate is the percentage of students who drop out of school.

Child labor is the employment of children in any work that deprives them of their childhood, interferes with their ability to attend regular school, and that is mentally, physically, socially or morally harmful.

Parental supervision is when parents monitor their children’s activities and provide guidance and support. This can include setting limits on screen time, knowing where your child is and who they are with, and being involved in their activities. Parental supervision has been shown to reduce the risk of accidents, substance abuse, and other risky behaviors.

Unwanted pregnancy

An unwanted pregnancy is a pregnancy that is not planned or desired by the woman. There is a strong correlation between unwanted pregnancies and school dropout rates. Many girls who become pregnant while still in school end up dropping out because they cannot balance their responsibilities.

Teenage pregnancy

Pregnancy among women under 20 is referred to as "teen pregnancy." Teenagers between the ages of 15 and 19 are typically mentioned. However, it can involve females as young as ten. Other names for it include teen pregnancy and adolescent pregnancy. Teenage pregnancy is one of the most common types of unwanted pregnancy. In many cases, the girl is not ready to be a mother and is not prepared for the responsibilities that come with parenthood.

Early marriage is a marriage that takes place before the age of 18. Early marriage affects both boys and girls, but is most harmful to girls. Early marriage often means the end of girls’ education and exposes them to the risks of early pregnancy and childbirth, which can lead to health problems and even death.

Parental participation is when parents are actively involved in their children’s education. This can include helping with homework, attending school functions, and communicating with the child’s teachers. Parental participation has been shown to improve children’s academic achievement, social skills, and behavior.

Parental supervision is when parents monitor their children’s activities and provide guidance and support. This can include setting limits on screen time, knowing where your child is and who they are with, and being involved in their activities. Parental supervision has been shown to reduce the risk of accidents, substance abuse, and other risky behaviors.

Truancy is when a student skips school without an excuse. Truancy can lead to serious consequences, like being held back a grade or getting expelled from school. Truancy is a problem because it can interfere with a child’s education and future success.

Engagement is when students are actively involved in their learning. This can include paying attention in class, participating in class discussions, and doing homework. The engagement has been shown to improve academic achievement, social skills, and behavior.

Teenage parenting is when a teenager becomes a parent before the age of 20. Teenage parenting can be difficult and challenging, but it can also be rewarding. Teenage parenting can lead to positive outcomes for both the parent and the child if the parent is able to provide love and support.

Self-perception is how you see yourself. This can be influenced by your thoughts, emotions, and experiences. Your self-perception can affect your behavior, decisions, and overall well-being.

Family background is the social and economic background of a person’s family. Family background can influence a person’s education, employment, and income.

Attitude. An attitude is a person’s evaluation or opinion of something. Attitudes can be positive, negative, or neutral. Attitudes can influence a person’s behavior, decisions, and overall well-being.

Goals and aspirations are what a person wants to achieve in life. Having goals and aspirations can help a person stay motivated and focused. Goals and aspirations can be big or small, long-term or short-term.

Persistence is the ability to keep going even when things are tough. Persistence is an important quality because it can help you overcome obstacles and achieve your goals.

Health is the state of being physically, mentally, and emotionally well. Having good health is important for overall well-being. There are many factors that contribute to good health, including exercise, nutrition, and mental health

Ability is the natural capacity to do something. Everyone has different abilities and talents. Some abilities can be learned, while others cannot. education Education is the process of learning and acquiring knowledge.

Education can occur in formal or informal settings. Formal education is typically provided by schools, while informal education is provided by family, friends, and other people and experiences.

Parenting style is the way that parents interact with and raise their children. There are four main parenting styles: authoritarian, permissive, neglectful, and authoritative. Each parenting style has different effects on children’s development.

Socioeconomic status is the social and economic position of a person or group. Socioeconomic status can influence a person’s education, employment, and income.

Culture is the beliefs, values, behaviours, and ways of life of a group of people. Culture can influence a person’s education, employment, and income.

Poverty is the state of being unable to meet basic needs, such as food, clothing, and shelter. Poverty is a problem because it can lead to poor health, lack of education, and crime.

Poverty index. The poverty index is a measure of poverty that is used to compare the relative poverty of different countries/states. The poverty index is based on the percentage of people who live below the poverty line.

Youth. Persons at the age gap of between the ages of 13 and 25 are referred to as youth, along with their behaviors and traits. This includes teenagers and young adults. The majority of secondary school pupils in Kenya are between the ages of 13 and 19, or adolescence. Therefore, this age group of students falls under the definition of "youth."

 

2. CHAPTER TWO: LITERATURE REVIEW

2.1. Introduction

The high school dropout rate in Kenya has remained relatively unchanged over the past few years, hovering around 10%. This means that about one in every ten students who start high school will not finish. The majority of dropouts (60%) are male, and most come from low-income families. The main reasons given for dropping out are lack of money, poor performance, and pregnancy.

A literature review on the reasons for school dropouts in Kenyenya Sub- County, Kisii County, Kenya, of students between the age of 15 and 21 years as above highlights the fact that poverty, lack of interest, early marriage, pregnancy, and drug abuse are some of the major reasons for school dropouts in Kenya. While poverty is the most significant factor, the other reasons listed also play a significant role in causing students to drop out of school.

Poverty is the most significant factor contributing to school dropouts in Kenyenya Sub-County. Most families cannot afford to send their children to school or pay for their basic needs such as food and shelter. As a result, many children are forced to drop out of school to help their families make ends meet.

Lack of interest is another major reason for school dropouts in Kenya. Some students simply lose interest in school and decide to drop out.

Early marriage is another major reason for school dropouts in Kenya. Many girls are forced to marry at a young age, which prevents them from completing their education.

Pregnancy is another common reason for school dropouts in Kenya. Many girls get pregnant while in school and are forced to drop out as a result.

Drug abuse is another common reason for school dropouts in Kenya. Many students turn to drugs as a way to cope with the stress of school and life in general. This eventually leads to them dropping out of school.

2.2. Overview of school dropout in Kenya

There are a number of reasons why students drop out of high school in Kenya. The most common reason given is lack of money. Poor performance and pregnancy are also significant factors. Lack of money is a major barrier to education in Kenya. Many families cannot afford the cost of school fees, uniforms, and other supplies. As a result, students are often forced to drop out. Poor performance is another major reason for high school dropouts. In Kenya, students must pass a national exam at the end of secondary school in order to continue on to university. If a student fails this exam, they are not allowed to retake it. This can be a major setback, and often leads to students dropping out. Pregnancy is another common reason for high school dropouts in Kenya. According to a study by the National Bureau of Statistics, about 22% of female dropouts cited pregnancy as the reason for leaving school. This is often due to the fact that schools have strict policies against pregnant students. As a result, many young women are forced to drop out when they become pregnant.

Poverty is the most significant factor contributing to school dropouts in Kenya between the age of 15 and 21 years. Kenya National Bureau of Statistics. (2017). Basic Education Statistics in Kenya. Most families cannot afford to send their children to school or pay for their basic needs such as food and shelter. World Bank. (2017). Poverty and Shared Prosperity 2017: Piecing Together the Poverty Puzzle. As a result, many children are forced to drop out of school to help their families make ends meet. UNICEF. (n.d.). Early marriage and schooling. Lack of interest is another major reason for school dropouts in Kenya between the age of 15 and 21 years. Some students simply lose interest in school and decide to drop out. Early marriage is another common reason for school dropouts in Kenya between the age of 15 and 21 years. Many girls are forced to marry at a young age, which prevents them from completing their education. Pregnancy is another common reason for school dropouts in Kenya between the age of 15 and 21 years. Many girls get pregnant while in school and are forced to drop out as a result. Violence is also a major reason for school dropouts in Kenya between the age of 15 and 21 years. Many students are afraid to go to school because of the threat of violence. Drug abuse is another significant factor contributing to school dropouts in Kenya between the age of 15 and 21 years. Many students turn to drugs as a way to cope with the stress of school and life in general. UNESCO. (n.d.). Drug abuse affecting education. This eventually leads to them dropping out of school.

2.3. Overview of school dropout in Africa

Africa has the world's highest dropout rate, with an estimated 38% of students not finishing secondary school. This is largely due to poverty and conflict. In some countries, like Kenya, the dropout rate is as high as 10%. Poverty is a major factor in the high dropout rate in Africa. Many families cannot afford the cost of school fees, uniforms, and other supplies. As a result, students are often forced to drop out. Conflict is another major factor in the high dropout rate in Africa. In many countries, schools have been destroyed by war or conflict. This has made it difficult for students to receive an education. The high dropout rate in Africa has a number of negative consequences. It limits opportunities for economic growth and development. It also contributes to the cycle of poverty, as children who do not finish school are more likely to live in poverty as adults.

The high dropout rate in Africa has a number of negative consequences. It limits opportunities for economic growth and development. It also contributes to the cycle of poverty, as children who do not finish school are more likely to live in poverty as adults.

Other reasons for the high dropout rate include poor performance, pregnancy, and early marriage. Poor performance can be a major setback, and often leads to students dropping out. Pregnancy is another common reason for high school dropouts in Africa. According to a study by the National Bureau of Statistics, about 22% of female dropouts cited pregnancy as the reason for leaving school. This is often due to the fact that schools have strict policies against pregnant students. As a result, many young women are forced to drop out when they become pregnant. Early marriage is also a major factor in the high dropout rate. In many cultures, girls are married off at a young age. This often means that they are forced to drop out of school in order to take care of their families.

2.4. Overview of school dropout globally

The issue of school completion is not exclusive to Kenya or Africa as a continent. Millions of children and youth worldwide lack access to education or have it restricted. Those who are lucky enough to have access to public education frequently only receive a rudimentary education. Numerous students drop out of school and seek survival on the streets as a result of the bleak future prospects for those who attend school.

By looking at the dropout problem from a global perspective, it becomes evident that many of the obstacles to finishing school are similar; the difference is in the size and complexity of the issue. The Millennium Development Indicators were established by the United Nations in January 2008. This blessed list's second objective, which relates to education, is as follows: “Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. “United Nations Guidelines (2008)

2.5. Strategies for effectively reducing school dropout rates across the globe.

2.5.1. Community and School Perspective

Systemic Renewal is the ongoing process of assessing the aims and objectives of educational practices, organizational structures, and policies as they affect a variety of students.

Collaboration between the school and the community fosters a caring atmosphere where children can flourish and prosper when all groups in the community support the school as a whole.

Safe Learning Environments—A complete strategy for preventing violence that addresses both crisis management and potential violence, and includes dispute resolution. At all grade levels, a safe learning environment offers regular learning opportunities that help all students develop positive social attitudes and useful interpersonal skills.

2.5.2. Making the Most of Instructional

Lifelong Learning who works with students who are at a high risk of failing academically ought to feel supported and have access to resources that will allow them to keep learning new skills, approaches, and strategies.

Individualized Instruction – Every learner is different in terms of interests and prior learning. It is possible to adapt teaching techniques and motivational techniques to take into account these unique characteristics when creating a personalized instructional program for each learner.

Active learning is the use of instructional techniques that actively include students in the learning process. When teachers demonstrate that there are several ways to learn, students come up with innovative solutions, succeed, and develop into lifelong learners.

Technology in education provides some of the best chances for providing instruction to involve students in real-world learning, address multiple intelligences, and accommodate different learning styles.

2.5.3. Basic Core Techniques

Mentoring, sometimes known as tutoring, is a one-on-one, trust-based relationship between a mentor and a mentee that is compassionate and helpful. Academic tutoring, which is also a one-on-one activity, is successful when addressing certain needs like reading, writing, or math proficiency.

Service-Learning—Service-learning links instructive experiences providing meaningful community service to academic learning. This teaching/learning approach encourages civic engagement, career development, and personal and social growth, and it has the potential to be a potent tool for effective school reform across the board.

Opportunities after School – Many schools provide summer and after-school enrichment activities that prevent information loss and spark interest in a range of subjects. Due to the fact that these programs fill the afternoon "gap time" with productive and interesting activities, these experiences are particularly crucial for children who are at danger of dropping out of school.

Alternative Education: Programs that focus particularly on the student's unique social needs and academic requirements for a high school diploma provide potential dropouts a range of options that can help them graduate.

2.5.4. Interventions made early

Family Engagement—Family engagement is the most reliable indicator of a student's academic success, according to research, and it has a direct, beneficial impact on children's achievement.

Birth to five initiatives in early childhood education show how giving a child more enrichment can improve brain development. The best classroom instruction should be given to students from the start of their school career through the elementary grades in order to limit the percentage of kids who will eventually drop out of school.

Early Approaches to Help Low-Achieving Children Develop Their Reading and Writing Abilities — Early treatments to help lesser students develop their skills in reading and writing in order to lay the groundwork for successful learning in all other areas.

2.5.5. Community and school collaboration.

A committee to advise the local community has been formed. Regular meetings about the organization of the school, student life in and outside of school, and relationships between the school and the community are attended by members of the community, including parents and non-parents. The committee is well aware of the large number of students who drop out and never return as well as the high mobility of the student and instructor populations.

2.5.6. Early Childhood Education.

Parents in the slum settlement have been urged by the school to enroll their children in school as early as age four. The headmaster and his staff have visited homes to persuade parents to enroll their children in school as soon as possible. Numerous parents are unaware that they may send their children to school and that it is free, thus the faculty and administration have experienced some success but still face many difficulties. Additionally, parents lose interest and leave their kids at home to help out around the house when teachers don't show up for work. It is unlikely that the kids will ever go back to school after this occurs.

2.5.7. Post-School Opportunities.

In the fourth year, school heads to collaborate with the faculty to put in place a number of after-school options for the children. Numerous sporting programs, a music program, and a scouting initiative can be launched.

2.5.8. Service-Learning.

Currently, students are crucial to the upkeep and upkeep of the school buildings and grounds. Students frequently clean classroom floors and the surrounding area of the school.

2.5.9. E-learning.

Schools to consider technological innovation, i.e., the iPad to allow students to start using websites that improve their educational experience. Increasing the amount of technology is the objective (with greater resources). This is a challenge without electricity, although alternative energy sources are to be thought about.

2.5.10. Effects of school dropout

The high school dropout rate has a number of negative consequences. It limits opportunities for economic growth and development. It also contributes to the cycle of poverty, as children who do not finish school are more likely to live in poverty as adults.

The high dropout rate also has a number of negative consequences for society as a whole. Dropouts are more likely to be unemployed, underemployed, or involved in crime. They are also more likely to have health problems and to rely on government assistance.

2.6. The effects of school dropout in Kenya include:

1. Fewer people with the skills and knowledge needed to drive the country's development: School dropout rates in Kenya are high, which means that there are fewer people with the skills and knowledge needed to drive the country's development. This lack of skilled workers can hamper economic growth and development.

2. Increased rates of crime and violence: School dropouts are more likely to engage in criminal activities, which can lead to increased rates of crime and violence in the country.

3. More people living in poverty: School dropouts are more likely to live in poverty than those with a higher education. This is because they have fewer job opportunities and earn lower wages.

4. A brain drain as the most talented and ambitious young people leave the country in search of better opportunities elsewhere: The high school dropout rate in Kenya means that many of the country's most talented and ambitious young people are leaving Kenya in search of better opportunities elsewhere. This brain drain can further impede the country's development.

2.7. The effects of school dropout in Africa are:

The most significant problem confronting Africa, in my opinion, is a lack of educational opportunities. Children in Africa who are not in school are unable to learn to read or write, which leads to short and long-term problems. There are about 100 million youths in Africa who do not attend school. They cannot attend school because they are too busy;

1. Working at home. Increased rates of poverty in Africa: School dropouts who work at home are more likely to live in poverty than those who do not work at home second Fewer job opportunities: School dropouts who work at home have fewer job opportunities than those who do not work at home. This is because they are not able to gain the skills and experience needed to compete for jobs in the workforce and lastly Lower wages: School dropouts who work at home earn lower wages than those who do not work at home. This is because they have fewer job opportunities and skills. This is because they have fewer job opportunities and earn lower wages.

2. Gender concerns. Gender concerns are a major issue when it comes to school dropout rates. In many countries, girls are more likely to drop out of school than boys. This is often due to cultural reasons, such as the belief that girls should get married and have children at a young age. This can lead to a vicious cycle where girls who drop out of school are more likely to get married young and have children young, which then makes it more difficult for them to return to school. This cycle can have a negative impact on the development of both the girls themselves and their countries. Gender concerns are a major issue when it comes to school dropout in Africa. This is because girls are more likely to drop out of school than boys, due to a variety of factors such as early marriage, pregnancy, and gender-based violence. This can lead to a number of negative consequences, such as increased rates of poverty and violence, and a brain drain as the most talented and ambitious young people leave the continent in search of better opportunities elsewhere.

3. Religion. Children of different religions enroll in various schools, thus if the school's religion differs from the child's religion, the child cannot attend that school. The impact of religion on school dropout rates in Africa varies from country to country and from community to community. In some cases, religious leaders may encourage parents to keep their children in school, while in other cases they may encourage them to drop out. In some cases, religious institutions may offer educational opportunities that help to reduce school dropout rates, while in other cases they may contribute to high dropout rates by discriminating against certain groups of students.

4. War. some of the ways in which war can affect school dropout rates include: Disrupting children's access to education: War can disrupt children's access to education by destroying schools, preventing children from attending classes, and forcing teachers to flee, War can ddisplacing families: War can force families to flee their homes, which can make it difficult for children to attend school, Creating economic hardship: War can destroy infrastructure and lead to economic hardship, which can make it difficult for families to afford to send their children to school, and lastly War can Increase rates of violence: War can increase rates of violence, which can make schools unsafe and lead to increased dropout rates.

5. Health problems are other causes of children's lack of access to school. Sick children are being kept home from school. There are a number of health problems that can affect school dropout rates in Africa. These include: HIV/AIDS: HIV/AIDS is a major problem in Africa, and it can lead to school dropout rates as students become too sick to attend school or have to care for sick family members, Malaria: Malaria is a major problem in Africa, and it can lead to school dropout rates as students miss school due to illness or have to care for sick family members, Tuberculosis: Tuberculosis is a major problem in Africa, and it can lead to school dropout rates as students miss school due to illness or have to care for sick family members, and lastly Nutrition: Poor nutrition is a major problem in Africa, and it can lead to school dropout rates as students miss school due to illness or have to care for sick family members.

Even those kids who go to school occasionally don't always get a solid education. Kids receive incredibly subpar education. Additionally, just 40% of African fifth- and sixth-graders acquire the recommended amount of instruction.

2.8. The effects of school dropout globally are:

1. A negative impact on the world's economy: School dropout rates are high globally, which has a negative impact on the world's economy. This is because fewer people are acquiring the skills and knowledge needed to drive economic growth and development. High school dropouts cost taxpayers billions of dollars each year in terms of lost tax revenue and increased spending on social services.

2. A brain- drain as the most talented and ambitious young people leave their countries in search of better opportunities elsewhere: The high school dropout rate means that many of the world's most talented and ambitious young people are leaving their countries in search of better opportunities elsewhere. This brain drain can further impede economic development.

3. School dropouts are more likely to engage in criminal activities for a variety of reasons. First, they may have a difficult time finding legitimate employment, leading them to turn to illegal activities to make money. Second, they may be more likely to associate with other criminals, which can increase their chances of becoming involved in criminal activity. Finally, they may have lower levels of education and thus be less likely to understand the consequences of their actions. This can lead to increased rates of crime and violence globally.

4. More people living in poverty: School dropouts are more likely to live in poverty than those with a higher education. This is because they have fewer job opportunities and earn lower wages. Without a college degree, it is difficult to find a well-paying job. This can lead to increased rates of poverty among school dropouts.

2.9. Legal Framework on school drop-out rates

There are a number of federal laws and regulations that indirectly impact dropout rates. For example, the No Child Left Behind Act requires states to develop plans to improve the academic performance of all students, including those at risk of dropping out of school. In addition, the Individuals with Disabilities Education Act requires schools to provide a free and appropriate education to all students, including those with disabilities.

In Kenya, the Kenyan Constitution provides for free and compulsory primary education, and the Education Act of 2013 requires all children of school-going age to be enrolled in a school. In addition, the Government has developed a number of initiatives to improve access to education and reduce dropout rates, such as the Free Primary Education Programme and the Kenya Education for All Fast Track Initiative.

Africa as a continent has a number of African countries have ratified the UNESCO Education for All 2030 Framework for Action, which includes a commitment to ensure that all children have access to quality education and to reduce dropout rates. In addition, the African Union has adopted the Continental Education Strategy for Africa 2016-2025, which includes a goal to reduce the number of out-of-school children by half.

Globally, the United Nations Sustainable Development Goal 4 on Education includes a target to ensure that all girls and boys complete secondary education by 2030. In addition, a number of international treaties and conventions, such as the Convention on the Rights of the Child and the International Covenant on Economic, Social and Cultural Rights, recognize the right to education and include provisions aimed at ensuring access to education for all.

3. CHAPTER THREE: RESEARCH METHODOLOGY

3.1. Introduction

Research methodology is the process by which researchers go about collecting data for their research projects. There are a number of different research methods that scholars can use to collect data, and the specific method that a researcher chooses will be based on the type of data that they are hoping to collect. Some of the most common research methods include surveys, interviews, observations, and secondary data analysis. in general, the research methodology section should include a description of the research design, the data collection methods that will be used, and the plan for data analysis.

3.2. Research Design

A research design is the plan that will be used to guide a research project. The research design should be created before the research project begins, and it should be based on the specific research question that the project is trying to answer. The research design will determine what type of data will be collected, how it will be collected, and how it will be analysed. (Smith, 2019).

3.2.1. Data Collection Methods

Data collection methods are the specific tools or techniques that a researcher will use to collect data for their study. There are a number of different data collection methods, and the specific method that is used will depend on the type of data that is being collected. The data collection methods I used include survey(questionnaire), observations, and focus groups.

3.2.1.1. Survey

3.2.1.1.1. A sample questionnaire used.

Dropping out of school is a prime issue and of concern in Kenya as well as here in Nyamache subcounty, what reasons do you think instigates this:

1. Employment? Yes/No

2. Negative attitude to schooling? Yes/No

3. Negative attitude towards teachers? Yes/No

4. Not getting along with other students. Yes/No

5. Early Marriages? Yes/No

6. Teenage pregnancy? Yes/No

7. Need to support my family. Yes/No

8. School suspension/ expulsion Yes/No

9. Insecurity at school. Yes/No

10. Inability to keep up with my school work. Yes/No

11. Lack of belonging at school. Yes/No

12. I was failing school. Yes/No

13. Multiple Change of schools. Yes/No

14. Drug abuse? Yes/No

15. I had other problem. Name if any, …

Thank you for taking the time to fill out this survey!

3.2.1.2. Observations

Observation is a research method in which a researcher observes and records the behaviour of individuals in a natural setting. I did my observation at a Nyaboterere, Secondary school, Nyangusu Secondary School and Rigena Secondary school in Kenya, Kisii county, Nyamache subcounty. My survey questions that helped me in my observation are as follows:

i. Any negative attitude to schooling?

ii. Any negative attitude towards teachers

iii. Not getting along with other students

iv. Any cases of teenage pregnancy?

v. Insecurity at school

vi. Lack of belonging at school

vii. Drug abuse?

viii. Any other problem

3.2.1.3. Focus groups

A focus group is a group of people who are selected to participate in a discussion about a particular topic. The discussion is moderated by a researcher who guides the conversation and probes for specific information.

After my observation at the above three schools, in each I conducted a discussion in one focus group of 12 students. In each group we discussed the questions on my survey questionnaire.

3.3. Target Population

A target population is the group of people that a researcher wants to study. The target population can be defined in a number of different ways, but it is usually defined by certain characteristics, such as age, gender, race, or occupation. The target population should be clearly defined at the beginning of a research project. My target population was at large based in Nyamache subcounty in Kisii county, Kenya.

3.4. Unit of Analysis

The unit of analysis is the specific individual, group, or phenomenon that a researcher is studying. In other words, it is the "unit" that will be analyzed in the study. The unit of analysis can be something as specific as an individual person, or it can be something as broad as a group or a social institution. I narrowed my research to three specific schools in Nyamache subcounty I.e., Nyaboterere, Rigena, and Nyangusu secondary schools. In each of this schools, I narrowed my research further to one focus group of twelve students per school. This served as my unit of analysis.

3.5. Sample Size and Sampling Procedure

The sample size is the number of people or things that will be included in a study. The sample size should be large enough to allow the researcher to draw valid conclusions, but it should not be so large that it is impractical. The sampling procedure is the plan that will be used to select the people or things that will be included in the sample. There are a number of different sampling methods that researchers can use, and the specific method that is used will depend on the type of data that is being collected. I chose a sample size of twelve students for my focus groups in each of the three school I mentioned above I.e., Nyaboterere, Rigena, and Nyangusu secondary schools. I selected my sample size randomly, choosing three students from each form.

3.6. Data Analysis Plan

A data analysis plan is a document that outlines the steps that will be taken to analyse a data set. It should include a description of the data, the variables of interest, the methods that will be used to analyse the data, and the expected results. My data analysis technique used is Regression analysis. Regression analysis is a statistical tool used to predict the value of a dependent variable (e.g., school dropout rate) based on the values of one or more independent variables (school dropout reasons). Finding the variables that have an effect on an interest issue can be done with accuracy using regression analysis. You can confidently establish which elements are most important, which ones can be ignored, and how these factors interact when you do a regression. Below is a sample of my data analysis based on my research.

3.6.1. Sample Histogarm

Figure 1histogram

 

3.7. References

National Dropout Prevention Center. (n.d.). The 15 effective strategies for dropout prevention. http://www.dropoutprevention.org/webcast/34-15-effective-strategies-dropout-prevention

Mehra, D., Sarkar, A., Sreenath, P., Behera, J., & Mehra, S. (2018). Effectiveness of a community-based intervention to delay early marriage, early pregnancy and improve school retention among adolescents in India. BMC public health, 18(1), 1-13.

Ibrahim, Y., Hussain, S. M., Alnasser, S., Almohandes, H., & Sarhandi, I. (2018). Patterns and sociodemographic characteristics of substance abuse in Al Qassim, Saudi Arabia: a retrospective study at a psychiatric rehabilitation center. Annals of Saudi medicine, 38(5), 319-325.

United Nations Millennium Goals. (2008).http://mdgs.un.org/unsd/mdg/Host.aspx?Content=indicators/officiallist.htm