International Journal of Innovative Research and Development

Abstract

It is the policy of the government to ensure retention of pupils in school until they complete the primary cycle. The study therefore inquired into the reasons why dropouts existed despite the government effort to increase access to basic education. The purpose of the study was to investigate the effect of the learning environment on dropout in primary schools in arid and semi-arid regions using a case of Katilu Division, Turkana South District in Kenya. The objectives of the study were to; investigate the effect of availability of learning resources, teacher factors and performance in testson dropout. Survey research design was used in this study. The target population was 12 head teachers, 237 teachers and 830 class six and seven pupils from the twelve primary schools in the division. Simple random sampling was used to sample 250 pupils and 32 teachers, these were 30% of each of the respondents. Twelve (12) head teachers were purposively sampled. Four (4) school dropouts and 4 community members were identified to participate in the study. Questionnaires and interview schedules were used to collect data. Documents at the District Education Office were analyzed to determine the staff establishment and pupil enrolment in the Division. Reliability of data collection instruments was ascertained through test re-test method. Data was analyzed quantitatively using percentages and a chi-square. The study concluded that key determinants of dropout were inadequate desks, frequent teacher absence from the classroom, inadequate textbooks, punishment, poor performance in tests, and low teacher to pupil ratio and lack of participation in refresher courses by teachers. The study, therefore, recommends that proper planning for provision of conducive and adequate resources in the learning environment in primary school areas should be implemented in order to reduce wastage in form of dropout. 

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