Explaining the Relationship between Government Grants and Learners’ Retention in Public Secondary Schools in Busia County, Kenya

Abstract

Purpose: The study aimed to explore the relationship between government grants, specifically the Free Day Secondary Education (FDSE) program, and student retention in public secondary schools in Busia County, Kenya. It seeks to determine whether these grants effectively reduce financial barriers to education. Additionally, the study examines whether issues such as delayed disbursements, mismanagement, hidden costs, and inadequate infrastructure undermine the impact of these grants, leading to poor student retention despite governmental support.

Methodology: The research employed a Descriptive Survey Design and a Mixed-Methods Approach to collect both quantitative and qualitative data. The Sampling Technique involved Cluster Sampling of public secondary schools in Busia County, supplemented by simple random sampling. The Sample Size comprised of 35,821 participants, including 130 principals, 130 bursars, 290 class teachers, and 35,271 students. Data Collection was conducted through questionnaires and interviews. For Statistical Analysis, quantitative data were processed using statistical package for social science (SPSS) version 22 and excel. Tables and Figures were also used to present the data. In contrast, qualitative data from open-ended questions were analyzed using Thematic Analysis to identify recurring themes and contextual insights.

Findings: The study revealed that while government grants increased enrollment by alleviating financial barriers, their impact on student retention was limited due to systemic inefficiencies. Key challenges included frequent delays in fund disbursement, inadequate funding levels, and the imposition of hidden fees, which often forced low-income students to withdraw. Moreover, overcrowded classrooms, insufficient teaching materials, and poor infrastructure further impeded retention. Socio-economic factors such as child labor and early pregnancies exacerbated these issues. As a result, while the grants enhanced access to education, they did not sufficiently ensure consistent student retention in public secondary schools in Busia County. The study recommends establishing an automated, timely disbursement system, adopting need-based funding formulas, and strengthening financial management through training, income-generating projects, and public accountability portals. These measures are intended to ensure the equitable and efficient use of government grants. The goal is to address funding delays, resource inequities, and management weaknesses that currently hinder student retention and academic performance in Busia County’s public secondary schools.

Unique Contribution to Theory, Practice and Policy: The study was guided by Human Capital Theory, which views education as an investment. The findings supported this theory by demonstrating that adequate and timely grants promote student retention (the investment). However, systemic inefficiencies such as delays and mismanagement can undermine the expected returns on this investment in human capital. For school administrators, recommendations include implementing stricter financial management practices, creating income-generating projects, and establishing public accountability portals to ensure transparent, efficient use of funds at the school level. For policymakers, key recommendations include establishing automated, timely disbursement systems and developing need-based funding formulas that prioritize marginalized schools. These measures aim to enhance equity and improve student retention outcomes.