Impact of Dupoto-e-Maa education project on dropout rate and academic performance

• Main Authors: James B. Ouda, Simon M. Ndung’u
• Format: Article
• Language: English
• Published: AOSIS 2016-09-01
• Series: African Evaluation Journal
• Subjects: Influence; Pastoralists; Dropout rate; Academic performance; Public primary school
• Online Access: https://aejonline.org/index.php/aej/article/view/131

Background: A study conducted in the Kajiado Central District of Kenya in 2006 showed that there was a high dropout rate among primary schoolgoing children and that their academic performance was poor. The Dupoto-e-Maa education project was implemented in 2007 to address issues related to drop out rate and academic performance. Objectives: The evaluation therefore investigated the extent to which the project had influenced dropout rate and academic performance in the public primary schools in Kajiado Central District. Method: The evaluation adopted a mixed methods approach: cross-sectional survey and case study designs. The benefit of the approach is the richness of information obtained through triangulation. The respondents included head teachers, school management committees, teachers, pupils, quality assurance and standards officer and project staff. A sample size of 183 respondents was selected using purposive sampling and stratified random sampling procedures. Head teachers of the sampled schools participated as key informants. The instruments of data collection included questionnaires, an interview guide, a document analysis guide, a focus group discussion guide and an observation guide. Results: The findings indicate that the Dupoto-e-Maa education project had influenced dropout rates. The direction of the findings seems to suggest that academic performance trends are unpredictable since fluctuations are evident, though the programme could have encountered some challenges that may have limited its achievement on this variable. Conclusion: The study recommended that there is need to increase the number of non-governmental organisations modelled around the Dupoto-e-Maa education project so as to reduce dropout rate and improve pupil academic performance. The findings could also inform government policy in terms of recruitment and placement of teachers in schools in arid and semi-arid lands. Project funding could be increased to improve visibility and sustainability of project activities.