Influence of Social-Economic Factors on Secondary School Dropout Among Girls in Mariani Ward, Tharaka-Nithi County, Kenya

Abstract

The pronounced dropout rates among girls in secondary schools located in Mariani Ward present a formidable challenge; this situation mirrors broader issues of educational inequity that are prevalent in numerous developing regions. The primary objective was to ascertain the impact of pivotal socio-economic factors that contribute to these dropout rates in Mariani Ward, Tharaka-Nithi County, Kenya. Although the specific objectives of the study aimed to evaluate how household income, parental education and family structure influence girls' dropout rates, the research also sought to identify additional contributing elements. Guided by the theories of Relative Deprivation and Education Marginalization, the research utilized a descriptive survey design. A sample of 385 respondents was drawn from a total population of 10,202, which included female dropouts and key informants such as head teachers, household heads and local leaders. Through a pilot study, measures of validity and reliability were conducted to ensure that the instruments were effective; however, some minor adjustments were necessary because of early findings. Data collection involved questionnaires and interviews, and the quantitative analysis was performed using SPSS version 25.Inferential statistical methods, including correlation analysis and logistic regression, were used to explore the relationships between dropout rates and the identified socio-economic factors. The analysis revealed significant positive correlations: 0.684 between dropout rates and household income, 0.547 between dropout rates and parental education status, and 0.761 between dropout rates and family structure. Logistic regression further confirmed the substantial impact of these factors on dropout rates. Key informants qualitative data corroborated these findings, highlighting the roles of financial difficulties, lack of parental support, adverse family dynamics, inadequate school facilities, and cultural attitudes towards girls' education as contributing factors. The research concludes that household income, parental education status, and family structure significantly impact girls' dropout rates from secondary schools in Mariani Ward. To address these issues, the study recommends implementing financial support programs, launching parental education campaigns, and establishing family counseling services to address dropout rates. Additionally, enhancing school facilities and addressing cultural barriers are crucial for improving girls' access to education in Mariani Ward. Overall, the research findings provide valuable guidance for educators, policymakers, and stakeholders to improve girls' access to education in Mariani Ward.