Influence of socio-cultural factors on transition of learners from Primary to Secondary schools in Central Division, Narok County, Kenya

Abstract

This study sought to investigate the social cultural factors influencing the transition rate of pupils from primary to secondary schools and to suggest strategies that would help raise the transition rates. The study was conducted in public primary and secondary schools in Central Division of Narok North District. Descriptive survey design was used involving both qualitative and quantitative approaches. Stratified sampling technique was used to select the respondents from the twenty four (24) primary and four (4) secondary schools within the Division. Simple random sampling was used to obtain the individual schools and respondents to participate in the study. Two (2) primary school teachers were selected from each school. All the twenty four (24) primary school head teachers, four (4) secondary school principals and two (2) Quality Assurance and Standards Officers in the selected zones were chosen. A total of 68 class eight pupils and 44 form one students were randomly selected from the sampled schools. Data were collected using questionnaires and an interview schedule. A pilot test was done in one secondary and three primary schools. It was established that a number of social cultural factors hindered learner transition to secondary schools. The study recommends the need to protect children from unlawful practices that prevent them from pursuing secondary education. Parents and pupils should be sensitized about the benefits of education. Guidance and Counseling in schools should in turn be strengthened to assist the pupils who have personal challenges to build their self confidence and self esteem.