Analysis Of Teaching-learning Resources And Hidden Educational Cost On Hundred Percent Transition To Secondary Schools: A Case Of Westlands Sub County, Kenya.

Abstract

In spite of the hundred percent transition policy being in existence for the past four years, some learners do not access secondary education. The study sought to analyze the effect of physical infrastructure, teaching and instruction materials and hidden education cost on a hundred percent transition to secondary school in Wetlands Sub County, Kenya. The specific objectives of the study were to; examine the effect of school infrastructural facilities on a hundred percent transition to secondary school, determine the relationship between the availability of teaching and learning resources and one hundred percent transition to secondary school and to establish the effect of hidden educational costs on a hundred percent transition to secondary school. The study was guided by the Classical Liberal Theory. The study adopted a descriptive survey research design. The target population for the study was all the 14 public secondary schools, 14 secondary school principals, 649 teachers, and 4411 secondary school students in Wetlands Sub County. Purposive sampling was used to sample the principals while simple random sampling was used to sample the teachers and students. The sample size for the study consisted of all the principals, 247 teachers and 367 students. The main data collection tools were questionnaires. Data collection instruments were piloted in 5 schools in Langata Sub County, part of the larger Nairobi County. Test re-test technique was used to ascertain the reliability of the research instruments. The validity of the instruments was ascertained by the experts in Educational Leadership and Management in the School of Education at KCA University. Data was analyzed using SPSS version 25. Data was analyzed using descriptive statistics, namely; frequencies, percentages, mean, standard deviation and inferential statistics. Chi square test was used to test the hypothesis. Findings of the study were presented using frequency tables, bar graphs and pie chart. The study revealed that there was a statistically significant relationship between school infrastructural facilities, teaching and learning resources, hidden costs and a hundred percent transition to secondary schools in Westlands sub-county, Kenya. The study recommended that to improve a hundred percent transition to secondary schools; school infrastructure, teaching and learning resources and hidden educational costs should be put into consideration. The government ought to allocate more funds for infrastructural development and provision of adequate teaching and learning resources.