Impact of Free Day Secondary Education Funding on Student Enrolment Kcse Academic Achievement in Gucha South Sub-County, Kenya

Abstract

Aims: To determine the impact of subsidized Free Day Secondary Education funding on student enrolment and Kenya Certificate of Secondary Education (KCSE) academic achievement in Gucha South schools.
 Study Design: Descriptive survey research design.
 Place and Duration of Study: Public day secondary schools in Gucha South Sub-County, Kisii County, Kenya. Study was conducted during January 2016 to April 2016.
 Methodology: A descriptive survey research design was used to collect data from public day secondary schools in Gucha South Sub-County. Study population comprised of 323 subjects: 35 principals, 280 teachers, one Sub-County Director of Education and 7 Zonal Quality and Standards Officers (ZQASOs) in the Sub-County. 30% of the study population subjects were randomly sampled to give 11 principals, 84 teachers, 2 ZQASOS and one Sub-County Director of Education (SCDE) hence a total of 98 respondents. Structured questionnaires and Interview schedules were used to collect data from the sampled respondents. Qualitative data collected from interviews and open-ended questions were analysed using meanings and implications coming from respondents. Quantitative data was analysed using descriptive statistics in the form of frequency counts, means and percentages. Impact of the Free Day Secondary Education (FDSE) funding on academic achievement was measured in the KCSE grading whereby a lower to higher level reflected a positive impact.
 Results: Student enrollment rose from an average of 117 per school in 2008 to 212 in 2012. KCSE achievement improved over the years from a mean score of 3.25 in 2008 to 4.50 in 2012.
 Conclusion: FDSE policy is a worthy initiative for it enhanced access to education, increased student enrollment as well as improved the academic achievement of learners through a positive deviation of the mean in KCSE from lower to upper grades.