“I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya

Stephanie Simmons Zuilkowski, Matthew C.H. Jukes and Margaret M. Dubeck

International Journal of Educational Development, 2016, vol. 50, issue C, 100-107

Abstract: Initial access to school is nearly universal in Kenya, but many children who enroll drop out before completing primary school. In this mixed-methods study, we use quantitative data from a randomized control trial involving 2666 upper primary-grade students, as well as qualitative data from interviews with 41 schoolchildren, dropouts, and parents, to examine dropout. Poorer baseline performance on literacy and numeracy assessments predicted a higher risk of dropout. Interviews revealed that children are the primary decision-makers rather than parents. Together, these findings suggest that school quality interventions may be an effective means of reducing primary school dropout in this region.

Keywords: International education; Literacy; Dropouts; Mixed methods research; Kenya (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (8)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:50:y:2016:i:c:p:100-107

DOI: 10.1016/j.ijedudev.2016.07.002

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