Thesis:

Assessment of socio-cultural factors affecting Effectiveness of low-cost boarding primary schools in Loiyangalani Sub-County, Marsabit County, Kenya

The universal declaration on human rights in 1948 by United Nations organization embraces education as a basic human right. When students drop out of school it is a clear declaration that society as a whole and the educational institutions in particular are not providing for the welfare of all its student citizenry. There are concerns that many children of school going age particularly in arid and semi-arid lands are not enrolled in schools despite the introduction of free primary education. This is argued to be a consequence of nomadic lifestyle led by the population residing in ASALs. The introduction of low cost boarding primary schools was expected to reduce the discrepancies that exist in enrolment at national level and the ASALs areas. It is unclear whether low cost boarding primary schools are attaining these objectives. This study seeks to assess the socio-cultural factors affecting the effectiveness of low cost boarding primary schools in Loiyangalani Sub-County, Marsabit County, Kenya. It is hoped that the study provided valuable insight to the ministry of education and low cost boarding primary school management on the socio-cultural factors affecting the effectiveness of low cost boarding primary schools. The study was guided by a Rights Based Approach theory. This study employed a descriptive research design. The target population for this study was 105 respondents comprising of 15 head teachers and 90 teachers in the primary schools in Loiyangalani Sub-County. A total of 8 head teachers and 24 teachers sampled randomly participated in the study. A pilot study was conducted by the researcher before administering research instruments. Statistical package for social sciences version 20 was used to analyse data. Questionnaires for teachers and interview schedules for head teachers was used to collect data. Simple descriptive statistics was used for data analysis. The study found that students in low-cost boarding primary schools achieved better KCPE examination results than those in regular schools due to a structured learning environment, access to resources, and personalized teacher attention. Cultural practices negatively impacted enrollment, particularly for girls, as traditional norms prioritized early marriage and domestic roles. Additionally, the nomadic lifestyle disrupted pupil retention, leading to irregular attendance and high dropout rates, further complicating educational attainment in the region. The study concluded that low-cost boarding primary schools are effective in improving academic performance, particularly in regions where educational access is limited. The structured environment, access to resources, and personalized attention provided in these schools significantly contribute to better performance in KCPE examinations. However, cultural practices within the community present significant barriers to enrollment, especially for girls, as traditional norms prioritize early marriage and domestic roles over education. The nomadic lifestyle also hinders pupil retention, disrupting the continuity of education and leading to increased dropout rates. Ultimately, addressing these socio-cultural factors is essential for enhancing the effectiveness of low-cost boarding schools and ensuring that all children have the opportunity to succeed academically. To enhance the performance and effectiveness of low-cost boarding primary schools, the study recommends increased investment in infrastructure, educational resources, and teacher training. Stakeholders should focus on creating an environment that supports student engagement and academic achievement. Additionally, awareness campaigns and community engagement initiatives should be developed to challenge cultural beliefs that negatively impact enrollment, particularly for girls. These programs should emphasize the long-term benefits of education and involve local leaders and parents to shift attitudes towards educational aspirations.