Publication: An assessment of the re-admission policy and Kenya Certificate of secondary education performance In Bungoma north sub-county, Kenya
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2013-08
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Mount Kenya University
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Abstract
Despite gender equity concerns in education emerging as a key area of interventions and
databases within the global justice arena, the educational needs of pregnant school girls and
mother-students have received minimal attention. The objectives of the study were to
determine the extent of the implementation of re – admission policy in secondary schools, the
involvement of stakeholders in the re – admission process, the effect of re – admitted mother –
student on academic performance and challenges experienced by schools and students who
return to school. The study was guided by the production function theory advocated by Tinto
Model on school retention. The sample size for the study was 774 respondents who were
chosen. The experts in the department were consulted to ensure that the data collection tools
ware valid, piloting was also done to ensure reliability Questionnaires ware used and the
major data collection instrument supported was interview schedules and the observation
schedules from the sample of population. Data was analyzed using Statistical Package for
Social Sciences (SPSS) and presented using tables. The results of the study showed that the
level of implementation of re – admission policy was on average in most secondary schools.
The results of the study further revealed that parents were not involved in the re-admission
process. The study also found out that mother students perform poorly in schools and this
impacted on their final KCSE performance. The study recommends that all schools should
fully implement the re – admission policy and to ensure that the re – admitted students
perform better in examinations. The study also suggests that there is need for holistic
involvement of all stakeholders in designing, developing and implementing the re – entry
policy.
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Educational Planning