Thesis.miuc.ac.ke
ANALYSIS OF SOCIO-CULTURAL FACTORS AFFECTING SCHOOL COMPLETION IN PUBLIC SECONDARYSCHOOLS IN NYANCHA DIVISION, RORYA DISTRICT, TANZANIA??KULINDUKA PATRICK NANGALEBED/411/14/15??A Research Project Submitted to the Department of Education in Partial Fulfillment of the Requirement for a Bachelor’s Degree in Education?MARIST INTERNATIONAL UNIVERSITY COLLEGE A CONSTITUENT COLLEGE OF THE CATHOLIC UNIVERSITY OF EASTERN AFRICA ??NAIROBI-KENYAAPRIL 2017ANALYSIS OF SOCIO-CULTURAL FACTORS ?AFFECTING ?SCHOOL COMPLETION IN PUBLIC SECONDARY SCHOOLS IN NYANCHA DIVISION RORYA DISTRICT TANZANIA????KULINDUKA PATRICK NANGALEBED/411/14/15???A RESEARCH PROJECT ?SUBMITTED ?TO ?THE ?DEPARTMENT OF EDUCATION ?IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR A BACHELOR’S DEGREE IN EDUCATION??MARIST INTERNATIONAL UNIVERSITY COLLEGE (MIUC)A CONSTITUENT COLLEGE OF CATHOLIC UNIVERSITY OF EASTERN AFRICA (CUEA)??NAIROBI-KENYAAPRIL 2017DECLARATIONI, the undersigned, declare that this research project is my original work. It has not been presented to any university or institution for any academic credit or award. All information collected from various sources, have been indicated and properly acknowledged.……………………………………….. ……/……/………KULINDUKA PATRICK NANGALE DATESUPERVISORThis research project has been submitted with my approval as the University College Supervisor.…………………………… ……/……/……….Mrs. JOYCE K. GITHINJI DATEHEAD OF EDUCATION DEPARTMENT This research project has been accepted by the Head of Education Department ………………………………..….. ……/……./……….Dr. EVERLYN OLUOCH SULEH DATEDEDICATIONI dedicate this work of my hands to my Beloved Father Mzee Theodory A.B. Kulinduka, my lovely sisters and dear brothers. ACKNOWLEDGEMENTFirst and foremost, I thank the Almighty God for his countless blessing on me that made me reach this far, I mean the completion my research project successfully. I would like to acknowledge and thank Brother Provincial of PACE. I begin with Br. Valentine DJAWU and then Br. Théoneste Kalisa with their Councils for the financial support and encouragement given to me during my studies in MIUC. My deepest and sincere thanks goes to my supervisor Mrs. Joyce K. Githinji who has willingly sacrificed her precious moments without being weary to guide and direct me in this research project both in class and outside classroom setup with a motherly heart, care, patience and professionalism. Big thanks to you for inspiring me in a special way. May God reward you abundantly for who and what you have been to me.My special thanks to the Principal of MIUC: Br. Dr. Cyprian Gandeebo and to the entire Marist International University College community for its integral support during my school life.I extend my heartfelt gratitude to Brother Superior of MIC- Lawrence Ndawala, The Administrator Br. John Bwanali, and the entire Formation team for ensuring that all my needs and expenses were attended to at the right time before, during and after this research. I owe my indebtedness to Br. Valerian Kalendero and Br. Sergio Pario for their authentic brotherhood and courtesy expressed during my year of studies. This was more explicated through their hospitality during my data collection and holiday time spent at Masonga Marist Community.Special thanks to my parent, Mzee Theodory Kulinduka, dear sisters Eleonorah, Devotha, Emmaculatha and Fortunatha; my brothers Adrian, Revocatus, Benedictor, Rocky and Deogratius. God bless you for all the love you have shown unto me.I will not forget to mention my Spiritual benefactress Rev. Sr. Melanie Giniyati, Sr. Theodora, Sr. Odilia Sadina, Sr. Rebecca Paul, Sr. Magdaline David, Sr. Lucy Juma, and Sr. Perpetua Antony.My word of gratitude goes to my best friends: Y.P. Akinyi, Br. Mhalhombha Phydhson and Br. Th. Omari. Thank you for your support. Sincerely, I am grateful for all those who have touched my life in various ways and have not been mentioned here; I value and treasure your contribution. May God Bless You All.ABSTRACTThe study aimed at analyzing the Socio-cultural factors affecting school completion in public secondary schools in Nyancha Division, Rorya District-Tanzania. The study was based on the following objectives: To find out the effects of poverty on students’ school completion; to examine the role of initiation rites on students’ school completion; to assess the effects of language on students’ school completion and finally, to suggest possible measures of resolving the challenges affecting school completion in Public secondary schools in Nyancha Division.Survey design was used due to its reliability and ability to produce statistical information that could be analyzed. Questionnaires were used for both students and teachers. The study used a sample which was (31%) of the whole population and which was selected randomly. The sample size of 90 respondents comprised of 80 students and 10 teachers was used. The data collection was conducted within a period of three weeks.The researcher then organized and analyzed data using SPSS (version 21). The analyzed quantitative data was presented using frequency tables, percentages, bar graphs and pie charts. The qualitative data was used to support the quantitative data. The interpretation and recommendations were based on the research findings and the research objectives.The study found that, these public secondary schools had high school incompletion rates; in addition to that, they were middle class level Public Secondary Schools. This was attributed to the albatrosses factors including; parents poor financial status, low level of parents’ education, every family member being assigned a role to play, multi-ethnic and multilingual aspects. The study recommended that, the government should put some emphasis on supporting the public secondary schools by improving the infrastructure, provision of facilities together with adequate and qualified teaching staff. Without these interventions, learners may fail to complete their studies and in the long run fail to participate effectively in national building. The school administration, the parents and students should positively support the government to realize it goals in education.Table of Contents TOC \o "1-3" \h \z \u DECLARATION PAGEREF _Toc481681590 \h iDEDICATION PAGEREF _Toc481681591 \h iiACKNOWLEDGEMENT PAGEREF _Toc481681592 \h iiiABSTRACT PAGEREF _Toc481681593 \h vTable of Contents PAGEREF _Toc481681594 \h viList of Tables PAGEREF _Toc481681595 \h ixList of Figures PAGEREF _Toc481681596 \h xiLIST OF ACRONYMS AND ABREVIATIONS PAGEREF _Toc481681597 \h xiiCHAPTER ONE PAGEREF _Toc481681598 \h 11.1 Background of the Study PAGEREF _Toc481681599 \h 11.2 Statement of the Problem PAGEREF _Toc481681600 \h 41.3 Research Objectives PAGEREF _Toc481681601 \h 51.4 Scope and Delimitation of the Study PAGEREF _Toc481681602 \h 51.5 Significance of the Research PAGEREF _Toc481681603 \h 61.6 Organization of the Study PAGEREF _Toc481681604 \h 71.7 Conceptual Framework PAGEREF _Toc481681605 \h 71.8 Theoretical Framework PAGEREF _Toc481681606 \h 81.9 Operation Definition of Terms PAGEREF _Toc481681607 \h 9CHAPTER TWO PAGEREF _Toc481681608 \h 10Literature Review PAGEREF _Toc481681609 \h 102.0 Introduction PAGEREF _Toc481681610 \h 102.1 Poverty and School Completion PAGEREF _Toc481681611 \h 102.1.1 The role of Parents in Supporting their Children’s Education PAGEREF _Toc481681612 \h 112.1.2 Poor Home Environments PAGEREF _Toc481681613 \h 132.1.3. Child Labour PAGEREF _Toc481681614 \h 142.1.4. Neglect of the Child PAGEREF _Toc481681615 \h 142.2 Initiation Rites and School Completion PAGEREF _Toc481681616 \h 152.2.1 Puberty Factor PAGEREF _Toc481681617 \h 152.2.2 Child Abuse PAGEREF _Toc481681618 \h 162.2.3 Sexual Abuse of the Child PAGEREF _Toc481681619 \h 162.3 Language and School Completion PAGEREF _Toc481681620 \h 172.3.1 Role of Parents in Initiating Language PAGEREF _Toc481681621 \h 172.3.2 Polyglot Affects Students’ Academic Performance PAGEREF _Toc481681622 \h 182.4. Ways that Can assist to Improve Child’s Education in Nyancha PAGEREF _Toc481681623 \h 192.4.1 Sound Morals and Behaviors PAGEREF _Toc481681624 \h 192.4.2 Inculcate a Positive Reading Culture Among Students PAGEREF _Toc481681625 \h 202.4.3 Disciplined Peers and Academic Performance PAGEREF _Toc481681626 \h 202.4.4 Child Rights Awareness PAGEREF _Toc481681627 \h 212.4.5 The Role of Extra-Curricular Activities in Schools PAGEREF _Toc481681628 \h 222.4.6 The Role of the Teachers Towards Academic Excellency PAGEREF _Toc481681629 \h 222.5 Conclusion PAGEREF _Toc481681630 \h 24CHAPTER THREE PAGEREF _Toc481681631 \h 25RESEARCH DESIGN AND METHODOLOGY PAGEREF _Toc481681632 \h 253.0 Introduction PAGEREF _Toc481681633 \h 253.1 Research Design PAGEREF _Toc481681634 \h 253.2 Variables PAGEREF _Toc481681635 \h 263.3 Locale of the Study PAGEREF _Toc481681636 \h 263.4 Target Population of the Study PAGEREF _Toc481681637 \h 273.5 Sample & Sampling Technique PAGEREF _Toc481681638 \h 273.5.1 Sampling of Schools PAGEREF _Toc481681639 \h 283.5.2 Sampling of Students PAGEREF _Toc481681640 \h 283.5.3 Sampling of Teachers PAGEREF _Toc481681641 \h 283.6 Instruments of Data Collection PAGEREF _Toc481681642 \h 293.6.1 Description of Questionnaires PAGEREF _Toc481681643 \h 293.7 Reliability and Validity of the Research Instruments PAGEREF _Toc481681644 \h 293.8 Data Collection PAGEREF _Toc481681645 \h 303.9 Data Analysis PAGEREF _Toc481681646 \h 303.10 Ethical consideration PAGEREF _Toc481681647 \h 313.11 Conclusion PAGEREF _Toc481681648 \h 31CHAPTER FOUR PAGEREF _Toc481681649 \h 32ANALYSIS, PRESENTATION, AND INTERPRETATION OF FINDINGS PAGEREF _Toc481681650 \h 324.0 INTRODUCTION PAGEREF _Toc481681651 \h 324.1 RESPONSE RATE PAGEREF _Toc481681652 \h 324.1.1 Response Rate of the Students PAGEREF _Toc481681653 \h 324.1.2 Response Rate of the Teachers PAGEREF _Toc481681654 \h 334.2 DEMOGRAPHIC INFORMATION PAGEREF _Toc481681655 \h 334.2.1 Gender of the students PAGEREF _Toc481681656 \h 334.2.2 Age of the Students PAGEREF _Toc481681657 \h 344.2.3 Gender of Respondent Teachers PAGEREF _Toc481681658 \h 344.2.4 Teachers’ Academic Qualification PAGEREF _Toc481681659 \h 354.3 POVERTY AND SCHOOL COMPLETION PAGEREF _Toc481681660 \h 364.3.1?Parents/Guardian?level?of?Education……………………………………………....36 4.3.2 Students Commute to School PAGEREF _Toc481681662 \h 374.3.3 Government’s Commitment in Improving the School Completion rates PAGEREF _Toc481681663 \h 384.3.4 Guardians Struggle to Cater for School Needs PAGEREF _Toc481681664 \h 384.4 INITIATION RITES AND SCHOOL COMPLETION PAGEREF _Toc481681665 \h 394.4.1 Cultural Responsibilities PAGEREF _Toc481681666 \h 394.4.2 Students’ Participation in Initiation Rites PAGEREF _Toc481681667 \h 404.4.3 Students Don’t Come Back after Circumcision PAGEREF _Toc481681668 \h 414.4.4 The Most Beneficial Aspects of a Student PAGEREF _Toc481681669 \h 424.5 LANGUAGE AND SCHOOL COMPLETION PAGEREF _Toc481681670 \h 424.5.1 The Method Used To Make Sure Students Speak English PAGEREF _Toc481681671 \h 434.5.2 Poor Background in English Language makes Studies Difficult PAGEREF _Toc481681672 \h 434.5.3 Language Used Mostly by Students to Communicate with Each Other in School PAGEREF _Toc481681673 \h 444.5.4 Punishment Given to Students Who Speak Vernacular in School PAGEREF _Toc481681674 \h 454.6 WAY FORWARD PAGEREF _Toc481681675 \h 464.6.1 Ways To Help Students Who Did Not Complete Secondary Education PAGEREF _Toc481681676 \h 464.6.2 Other Factors that Influence School Incompletion In Schools PAGEREF _Toc481681677 \h 47CHAPTER FIVE PAGEREF _Toc481681678 \h 48SUMMARY, CONCLUSION AND RECOMMENDATIONS PAGEREF _Toc481681679 \h 485.0 INTRODUCTION PAGEREF _Toc481681680 \h 485.1 SUMMARY OF THE FINDINGS PAGEREF _Toc481681681 \h 485.1.1 EFFECTS OF POVERTY ON STUDENTS’ SCHOOL COMPLETION PAGEREF _Toc481681682 \h 495.1.2 ROLE OF INITIATION RITES ON STUDENTS’ SCHOOL COMPLETION PAGEREF _Toc481681683 \h 495.1.3 EFFECTS OF LANGUAGE ON STUDENTS’ SCHOOL COMPLETION PAGEREF _Toc481681684 \h 505.2 CONCLUSION PAGEREF _Toc481681685 \h 505.3 RECOMMENDATION PAGEREF _Toc481681686 \h 505.4 SUGGESTIONS FOR FURTHER RESEARCH PAGEREF _Toc481681687 \h 51REFERENCES PAGEREF _Toc481681688 \h 53APPENDICES PAGEREF _Toc481681689 \h 58APPENDIX ONE-QUESTIONNAIRE FOR STUDENTS PAGEREF _Toc481681690 \h 58APPENDIX TWO-QUESTIONNAIRE FOR TEACHERS PAGEREF _Toc481681691 \h 62List of Tables TOC \h \z \c "Table" Table 1.1: Showing Regions with Highest School Drop out PAGEREF _Toc481434462 \h 2Table 2.2: Showing Sample Size PAGEREF _Toc481434463 \h 26Table 4.3: Showing Response Rate of the Students PAGEREF _Toc481434464 \h 30Table 4.4: Showing Response Rate of the Teachers PAGEREF _Toc481434465 \h 31Table 4.5: Showing the Gender of Teacher's Respondents PAGEREF _Toc481434466 \h 32Table 4.6: Showing Guardians' Level of Education PAGEREF _Toc481434467 \h 34Table 4.7: Showing How Students commute to School PAGEREF _Toc481434468 \h 35Table 4.8: Showing Government commitment in Education PAGEREF _Toc481434469 \h 36Table 4.9: Showing Most Beneficial Aspect to Students PAGEREF _Toc481434470 \h 39Table 4.10: Showing Method Applied to Speak English PAGEREF _Toc481434471 \h 40Table 4.11: Showing Poor Background in English PAGEREF _Toc481434472 \h 41Table 4.12: Showing Language Most used by Students PAGEREF _Toc481434473 \h 42Table 4.13: Showing Punishment given to Vernacular Speakers PAGEREF _Toc481434474 \h 42Table 4.14: Means to Assist Students who did not complete school PAGEREF _Toc481434475 \h 43Table 4.15: Showing other Causes of School Incompletion PAGEREF _Toc481434476 \h 44List of Figures TOC \h \z \c "Figure" Figure 1.1: Conceptual Framework PAGEREF _Toc481432613 \h 7Figure 3.2: Map of Rorya PAGEREF _Toc481432614 \h 25Figure 4.3: Showing Students' Gender PAGEREF _Toc481432615 \h 31Figure 4.4: Student’s Age PAGEREF _Toc481432616 \h 32Figure 4.5: Teachers' Academic Qualification PAGEREF _Toc481432617 \h 33Figure 4.6: Showing Guardians struggle to Cater for School Needs PAGEREF _Toc481432618 \h 36Figure 4.7: Showing Culturally Students are Assigned responsibilities PAGEREF _Toc481432619 \h 37Figure 4.8: Students' Participation in initiation rites PAGEREF _Toc481432620 \h 38Figure 4.9: Students don’t come back after rituals PAGEREF _Toc481432621 \h 38LIST OF ACRONYMS AND ABREVIATIONSACSEEE: Advanced Certificate of Secondary Education and ExperienceCUEA- Catholic University of Eastern AfricaEFA: Education For AllMIUC-Marist International University CollegeNECTA: National Education Council of TanzaniaOL: Ordinary LevelSPAA-Statistical Packages for Social SciencesTIE: Tanzania Institute of EducationUPE: Universal Primary Educatione.g. – examplei.e. – that is CHAPTER ONE1.1 Background of the StudyGlobally, school incompletion refers to a student quitting school before he/she graduates or avoiding entering a university or a collage. After the World War II, The United State of America (USA) had the number one high school graduation rate in the world. Today it has dropped to number 22 among 27 industrialized nations. Every year over 1.3 million students quit high school in U.S.A alone. That is a student every 26 seconds or 7,000 students a day. The school incompletion rate has fallen 3% from 1990 to 2010 (12.1% to 7.4%). It was found 16 to 20 years old boys made up to 60% of school incompletion in 2010. Roughly, 80% of white and Asian students complete high school, compared to 55% African-American and Hispanic students, from 2006 to 2010. Reasons for school incompletion: looks for employment, family emergency, poor grades, unexpected pregnancy, and boring lessons. Unfortunately, those who quit high school commit about 75% of crimes in U.S.A. (Ryan & Sibetia, 2012).In United Kingdom, school incompletion means anyone who leaves school, college, or university without either completing their courses of study or transferring to another educational institution. In November 2014 a report from Institute for Fiscal Studies found that students from poorer home back ground were (8.4%) more likely to leave the university than those from richer homes. They were about (22.9%) of students who could not obtain the first degree. The report concluded that, more should be done both to raise the attainment levels of poorer students prior to their arrival at university and provide additional support to them at university (Ryan & Sibetia, 2012).In Africa, the latest edition of the Global education Digest reveals that Africa has the World highest school incompletion rate. It indicated that (42%) of Africa’s school children will leave school early, without being able to read and write. The data in Digest shows that school systems are reaching more children but losing them due to inefficiencies, which lead to grade repetitions and early school leaving where more than two out of three children are expected to leave school before reaching the last stage. In general poor children in rural areas are more likely than urban children from rich household to leave school before completion and attaining basic foundation skills (UNESCO, 2012).Doughty (2015), reported that since 1990s education has been required for all South Africans. In 2014 about (70%) of students passed final examination to finish high school. In 2006 passage rate was about (63%) hence access to basic education is no longer a problem in South Africa. But a large number of students leave without completing high school. Students take examination in grade twelve known as Matric. Less than half of students who started school in 2000 sat for matric 2006 where about (45%) survived. Main reasons for drop out include poverty and language though there are other factors too.Education progress in Tanzania started with Mwl. Julius K. Nyerere. One of the pillars of education was the Arusha Declaration in 1976 which emphasized on education for self-reliance under Ujamaa policy (Socialism). In 1974 there was the Musoma Declaration which emphasized on Universal Primary education for all for social and agricultural development. President Kikwete in his monthly speech (2004), made it clear that the dropout of girls in school is one of the alarming problems, which was partially due to pregnancies. In his speech, he recommended that those who impregnate girls in schools including teachers should be brought before the court of law. The Government of President J.P. Magufuli as from January 2016 declared that a parent whose child will not report in the school, he or she should be brought before the court of law and if proved guilt should be taken to prison ( Doherty, 2017). Table 1. SEQ Table \* ARABIC 1: Showing Regions with Highest School Drop outYearRegionNo of students2006-2009Tabora8192007-2009Morogoro331Total1150 Pinnock (2015) claims children experience high failure rates in school if the language they learn at school is different from the one spoken at home. In fact students are confused because many times they ask the teacher to translate to the language that is familiar to them. During examination they fail because they do not know the vocabularies.In 2008 the United Nation Education Scientific and Cultural Organization (UNESCO) conducted research across 26 countries showing that 50% of students who dropped out of school did not speak the language in which they were being educated (Elsworth, 2015).Odoyo (2014), reported that in the year 2004, National Committee of Kiswahili gave the statistic that 99% of Tanzanian were able to speak Kiswahili as their second language. In the other hand Oliwole (2008), found that Tanzania uses Kiswahaili as nation language than Colonial languages in primary schools. Kiswahili language has become part and parcel of Tanzanian culture this has great effect if learning other languages. Children who speak vernacular at home, when enrolled in primary school all subjects are in Kiswahili with exception of English as a subject used mainly during the lesson.Initiation rituals are a tradition way of living which proves to the young people that they are responsible and mature. They have reached a level that they are no longer children any more. They can get married and start the family. They have a say in what they want to do. Therefore many find it difficult to cope with school rules and regulations. To attend lessons, participate in co curriculum activities, to be punished, to be under school administration and be considered as children who need guidance in life. This bring complex situation hence one can leave the school. Biriri (2011) blames permissive society and the media on negative sexual attitude exhibited by the child. She further identified characteristics of adolescence such as a feeling of insecurity and uncertainty, identity crisis, feeling of loneliness, fickle and unstable and the need for independence. Children who are involved in the traditional initiation rites are exposed to the world of infection of communicable diseases. It is proud for the society to celebrate and keep the cultural values and norms but the setbacks are to the child and women who suffer at giving birth. The NGOs and Churches in Tanzania with one voice are against this practices which still find meaning some group of tribes and The Public Broadcasting Service (PBS), and Tanzania Strategic Plan (TSP, 2005) identified several areas where parents could play a positive role in the life of the children. They include being a role model by exploring nature together, reading together, cooking together and counting together. Another role involves paying attention to what the children love and help them explore it. The children should also be discouraged from excessive watching of television as it distracts them from developing their own interests. In Nyancha Division each village has one or two primary schools. But not all students proceed to secondary school. There are two types of schools. Government sponsored schools where many parents take children because they are cheap but learning and teaching is not effective. Private schools are mostly run by missions or religious groups and they are fairly costly but students’ performance is far much better in comparison to Government sponsored schools.1.2 Statement of the ProblemThere are several factors that affect students’ school completion which have been examined by a number of researchers including:A study was conducted by Odoyo (2014) on factors that lead to poor performance in Geography subject among the foreign students in secondary schools: the study was done in Kasarani division, Nairobi county established that there is relationship between low performance and low social economic status of parents.Dabaso (2009) studied the influence of cultural practices on student’s education in Kenya. It was a case of primary schools in Central Division of Marsabit District. The study was aimed at examining how early marriages have influenced student’s education. Similarly, Odundo (2014) conducted a study on the influence of home-based factors on student’s performance in Kenya Certificate of Secondary Education in Wajir-East Sub County; Wajir County. The studies established that cultural practices influence negatively the performance of the affected students. Another study carried out by Nyamai (2014) on performance of male students in English language at Kakuma refugee camp in Turkana County established that some of them marry at an early age, while others are in relationships with girls which distract them from academic activities. Jepng’etich (2014) conducted a study on evaluation of effects of Female Genital Mutilation girls education in Olokurto Division. The study found that there are drop out and early marriage. Most of those both girls and boys who drop from school get married.Oluwole (2008) conducted a study on the impact of mother tongue on the students’ achievement in English language in junior secondary certificate examination in western Nigeria. The study blames mother tongue use in homes as a cause for poor academic performance in schools.A research done by Rhodda (2009), to find out the fact that have lead to poor performance in English language in public secondary schools in Dar es Salaam. The findings expounded that many teachers who were teaching in Secondary schools, had not mastered English language. UNESCO, (2012), conducted a research to find out the facts that have lead to poor performance in secondary school in Pwani. Their findings exhibited that there is problem in use of the English language. Out of the reviewed studies, among many other researches carried out, poverty, initiation rites and language have not been mentioned as socio-cultural factors affecting school completion hence creating a gap. So far none has addressed the issue of school incompletion in Nyancha Division. This study seeks to fill that gap by conducting a study on analysis of socio-cultural factors affecting school completion in Nyancha division Tanzania. 1.3 Research ObjectivesThis study will be guided by the following research objectives below: To find out the effects of poverty on students’ school completion.To examine the role of initiation rites on students’ school completion.To assess the effects of language on students’ school completion.1.4 Scope and Delimitation of the StudyThe researcher conducted his study in Nyancha Division since the rate of school incompletion is quite high. For the purpose of this study the researcher confined the study to students and teachers of the sampled public secondary schools. The students and teachers were directly involved in the matter under study since those who left were part of the school at some point. In fact, the study aimed at analysis of socio-cultural factors affecting school completion in public secondary schools in Nyancha division Tanzania. Due to large population of students in public secondary schools, the researcher opted to select a sample from form three and form four students, who have much more experiences and could provide adequate information.The sampled public secondary schools in Nyancha Division were representative of all public secondary schools. The study used 31% (31100 x Population) of the target population in the line with Mugenda &Mugenda (2003) who contends that 30 percent and above is a good representative of a sample of the target population. Due to the gravity of the problem, public secondary schools were suitable for the study. Furthermore, the study was not interested in looking at all subjects taught in secondary schools but specific to languages both English and Kiswahili as part and parcel to socio-cultural factors affecting student’s school completion. Private secondary schools were omitted because they were under different management. Last but not least, students and teachers face a myriad of challenges but this study remained on analysis of social-cultural factors affecting school completion.1.5 Significance of the ResearchThe study was aimed to be of great benefit to the community. This study may be generalized into other parts of the country with similar trends, in other words for the benefit to the nation. It will provide crucial information in decision making, planning and tentative solutions to the problems facing students and ministry of education at large.Furthermore, the findings are expected to benefit the community by understanding the attribute and failure on learners and strategize on how to improve on them as stakeholders in schools. Knowing the factors hindering students to complete their studies is in line with Tanzania Vision 2025. In the area of education, it emphases on eradication of illiteracy and attainment of a level of tertiary education and training of high quality human resource required to effectively respond and master the developing challenges at all levels (TSP, 2005). 1.6 Organization of the StudyThe research will be organized into five main parts namelyChapter one- Introduction - this section will give the background of the study identifying the statement of the problem, research objectives, research questions, the scope and delimitation of study, identifying and presenting a rational of the study.Chapter two- Literature Review- this part is crucial as it provides support to the researcher’s rationale for undertaking the study which is done by finding the gap and evaluation of other studies in a related area of interest. Chapter three- Research Design and Methodology- this section deals with details regarding the procedures used in conducting the study including research instruments, data collection procedures and appropriate methods to data analysis and interpretation.Chapter four- Data analysis and presentation of the findings- the collected data will be presented in a systematic manner to give out results. Chapter five- Summary, Conclusion, and Recommendations- in this section the researcher has the opportunity to give a summary of the study, to conclude and make recommendations based on the study findings for further researches in related fields.1.7 Conceptual FrameworkThe study focused on the factors affecting school completion. Therefore there are two variables; dependent and independent variables. Mugenda (1999) defines conceptual frame work as a diagrammatic representation of the relationship between the dependent and independent variables in a study. In this case, the diagram below shows the relationship of three major independent variables poverty, initiation rites, language; and the dependent variable school completion. Its main function is to enable the reader to quickly see the proposed relationship between the variables.Figure 1. SEQ Figure \* ARABIC 1: Conceptual Framework INDEPENDENT VARIABLES DEPENDENT VARIABLEPovertyInitiation RitesLanguage School Completion 1.8 Theoretical FrameworkThis study is grounded on the Socio-cultural theory which explains how individual mental functioning is related to cultural, institution and historical context. It focuses on roles that participation in social interactions and culturally organized activities play in influencing psychological development (Scott & Palincsar, 2013). Basically, the theory is rooted in the idea that learning is an act of enculturation. Its instructional implication is that learning is thought to occur through interaction, negation and collaboration. Lee (2007) noted that Socio-cultural theory by Vygotsky recommended that there should be an evaluation on development through four interrelated factors of children’s interaction with their environment. These are micro genetic, ontogenetic, phylogenetic, and socio historical factors. Individual development is a product of cultural influence that is beliefs, customs, and skills of the culture. Thinking and problem solving are tools of intellectual adaptation. Through guided interactions with more experienced members of society, children learn problem solving skills (dialectical process) which lead to internalization (Scott & Palincsar, 2013). Socio-cultural theory has its own limitations. It focuses more on informal education. For getting that formal education has led to discovery and application of scientific methods in learning about phenomena happening in the world today.The theory thus looks only on socio-cultural aspect but forgets other factors that can affect learning like teacher’s quality such as training, pedagogy, developmental theory, method of teaching, teacher’s motivation- not paid well and on time, housing, health, gratuity; learning environment- classrooms, furniture, languages, distance to the school; teaching resources- print media, electronic media, projected media, and visual media. Though the above mentioned limitations may exist, the theory is still valid. Hence teachers are challenged to reconsider the canonical approach to literacy instruction (Lee, 2007). A view of literacy instruction through the lens of socio-cultural theory helps educators to understand situational specificity of literacy practice. Hence educators will consider literacy as a tool for use in specific context; thus children will be taught how to negotiate multiple literacy for use in multiple contexts. 1.9 Operation Definition of TermsEducation is the process of acquiring skills and knowledge to be used so as to be productive member of the society.Factor is one of several things that influence or cause a situation.Cultural is the total way of living of people in a given society. Learning is the process we acquire and retain attitude, knowledge, understanding, and skills that cannot be attributed to inherited behavior, pattern and physical growth.Socio cultural factors are poverty, initiation rites, and language.Students – these are the learners from form one to form four who will be randomly selected from the population.CHAPTER TWOLiterature Review2.0 IntroductionLiterature review is a systematic identification, location, retrieval, analysis, and evaluation of documents that are related to the research problem. This chapter deals with literature from scholars’ works related to poverty, initiation rites as well as language and how they affect school completion. 2.1 Poverty and School CompletionPoverty of the family is one of the root causes of school incompletion mostly in developing countries. About (31%) of education stakeholders mention poverty as one of the main reasons that girls leave school. Poor families barely meet basic needs of their children. As a result they find alternative ways for survival. Parents fail to meet the basic educational needs of their children such as uniforms or notebooks (Ocholla, 2008). Therefore, children become affected psychologically and some resort to stay at home while others get married.Parents from poor households use their children as a source of income, for example force their daughters to get married so that they can get cows or money. They also engage their daughters and sons in petty business to get income for family. A child who misses school for 60 days should be counted out but mostly students are expelled from school because of truancy. Parents claim that they mostly involve their daughters in business because they are faithful as opposed to boys. Girls are tempted to engage in sexual affairs with men from different cadres including government workers, people who are well off economically and business men. Girls are lured by small presents then are forced to involve in sexual affairs in their tender age. As the result they get pregnant in adolescence and risk contracting HIV/AIDS. According to Education Act No 25 of 1978 if a girl becomes pregnant, upon consultation with the school committee or board she will be expelled from school. Thousand of girls have left school due to pregnancy (Wagner & Frad, 2008).Ocholla (2008) in the study cultural practices in sexuality among the Luo in Kenya, found out the economic activities among the Luo Community are fishing and horticultural activities along the Lake Victoria. Families in that region have few livestock and have no large scale cash and food crops. Though the Government sponsored schools have low fee payment student still have to contribute a lot for the sustenance of teachers and school facilities. Including provision of desks, money for support staff, construction fund, emergency fund, to mention some. Fishing is a season activity, which means it doesn’t support the family thoroughly.In Luo tradition socio cultural life and sexuality play an import role involving the values to be practiced during all important events that affect members of the society. It has been observed that the high death rate could be due to HIV/AIDS. It is mainly caused by polygamy and wife inheritance. This has led to poverty in many families as young children are left to grandparents, guardians, or relatives who are also financial weak when their parents die (Ocholla, 2008).Uwizeyimana (2014) in a study on challenges and opportunities in students’ performance in Oloolua and Kibiko day schools, the researcher found that there was a lack of parents support in the students’ upbringing. Parents fail to support their children because they don’t have means. Parents fail to get basic needs for their children including uniform, school fee, learning materials, boarding fee and toiletry among others. When a student comes to the new environment and finds that others have basic materials for their needs, those who lack fail to cope with the situation. This affects them psychologically.2.1.1 The role of Parents in Supporting their Children’s Education Parents have vital roles to play as primary responsible persons in provision of basic needs to their children including food, clothes, shelter, love and education among others. Parents must ensure that children have all necessary resources to sustain them in school comfortably. For the children to perform well academically, parent ought to be at front line hand in hand with school supporting the children economically, socially, morally and psychologically.According to Mbeneko (2008) puberty period of a child is very critical and it can make or destroy the child depending on how the transition in handed by the parents. She further noted that this is a period of quick changes which can start as early as 12 years in boys. At this stage, a child needs to be prepared well enough to be able to overcome crisis with ease. If sexual education is mishandled in childhood and the child was not prepared for puberty changes, it could be a period of crisis and turmoil for both parents and the child. This period requires parents to teach the child about life skills education that comprises the physical, mental, emotional and spiritual issues. Additionally, parents have a responsibility to provide a secure, warm and comfortable home for the child to grow, learn and enjoy life as any other child. Family size has crucial role to play in academic performance of the child. This is in support of the study carried by Waititu (2014) on the impact of compulsory Christian Religious Education on Muslim students’ discipline and performance in Kajiado. The fewer the children in a family, the more the resources and time the family can make available to them and consequently, there are high chances of performing well academically and to contribute meaningful to the society in life.Tooley (2010) noted that parents need to improve their homes to such level that encourage good study habits, create an environment that is academically stimulating and provide basic reading facilities such as steady supply of electricity, furniture, and study room or place which is separate from sitting or living room. He further noted that both internal and external environments can affect the child such as poor peer groups, poor social climate and noise. All these can impede good study.However, the social economic status of parents accounts for a lot it in terms of purchasing and provision of facilities in the house. A study conducted by Odoyo (2014) on factors that lead to poor performance in History subject among the foreign students in secondary schools in Homa bay county established that there is a relationship between low performance and low social economic status of parents. The findings of the study showed wealthy parents are able to support their children effectively in their academic pursuits. Consequently, high quality education increases their chances to perform well academically and have the chance to obtain higher education in comparison to those coming from low social class.Dabaso (2009) studied the influence of cultural practices on student’s education in Kenya. It was a case of primary schools in Central Division of Marsabit District. The study was aimed at examining how early marriages have influenced student’s education. Similarly, Odundo (2014) conducted a study on the influence of home-based factors on student’s performance in Kenya Certificate of Secondary Education in Wajir-East Sub County; Wajir County. The study established that cultural practices influence negatively the performance of the affected students. Socio-cultural factors such as early marriage, nomadic life and circumcision were identified as affecting the children’s ability to engage effectively in school work. Another study carried out by Nyamia (2014) on performance of male students in English language at Kakuma refugee camp in Turkana County established that some of them marry at an early age, while others are in relationships with girls which distract them from academic activities. According to Odundo (2014) home was identified as the initial socializing agent for children. He observed that children spend more time with parents than elsewhere. Therefore, parents assume the initial obligation of teaching the children, guiding them and integrating them to larger social fabric in their early formative years, particularly from age one to age ten. A home is identified as a type of a school for children as parents serve as early teachers and counselors known and endorsed by children. Further Odundo (2014) noted that food and shelter are two most important basic necessities in the home environment. The researcher cited a study carried out by UNESCO (2012) in collaboration with the Ministry of Education in Mali, Uganda, and Zambia in monitoring learning achievement (MLA) which established that the children who had no regular meals achieved much lower than those who had two or more meals per day. It was further observed that availability and adequacy of food at home and in school affect children’s learning. Poor nutrition contributes to lack of concentration and reduces perseverance in school. The school feeding programs are meant to overcome the problem of malnutrition.2.1.2 Poor Home EnvironmentsPoor home environment that derives the child away from home are also to blame. Doherty (2009) observed that high levels of academic performance are correlated to secure and environmentally friendly homes. Families with fewer children are likely to accord children the attention and provide their basic academic requirements (Davidrash, 2011).Macolm et al (2001) identified several factors that led children to run away from their homes. They include the parental inability to cope with demand brought about by rapid social change as well as instabilities in families. In Kenya, the few studies that have been done show that most children drop from schools and run to the streets because of poor relations at home leading to frustrations. Other factors such as overcrowded homes lead to such children dropping out of school as the resources to meet the unlimited demands are scarce. They also go to look for jobs because there is no money to pay to pay for education. Sometimes, the parents influence them to go into streets so that the government can help them. Others prefer to go to live in towns since town life is considered better than rural life. Sad to say that some find their homes both materially and morally depriving.According to Tanzania Strategic Plan (2005) other challenges facing the child include inadequate consultation with teachers, home background that does not encourage good study habits, lack of environment that is academically stimulating, lack of basic reading facilities such as steady supply of electricity and furniture. Poor peer groups, poor social climate, and noise in the environment that impedes good study habits. Social economic status affects educational achievement as well. 2.1.3. Child LabourChild labour is involved with employment of children in production who are less than eighteen years old. Many children are employed in order to provide cheap labour. According to Toure (2007) child labour refers to children below 12 year of age working in any economic activities in breach of the international standards and those aged 12 to 14 years engaged in harmful work. The definition includes the condition of children being enslaved, forcibly recruited, prostituted, trafficked, forced into illegal activities and exposed to hazardous work. The United Nations Convention on Rights of the child (articles 32 and 36) recognizes the right of the child to be protected from performing any work that is likely to be hazardous or to interfere with the child’s education, or be harmful to the child health development (Toure, 2007).2.1.4. Neglect of the ChildChild neglect is the persistent failure to meet the child’s crucial basic physiological, physical, psychological, emotional and educational needs. For the child to excel in studies, she/he needs a lot of support from the people around him/her. Neglect of the basic needs results into poor performance in school as it affects child health and development. The central point here is the failure of the guardians to provide food, shelter, clothing, medical care and education. The following are some of the indicators that can help to make this point clear include poor growth and development, poor hygiene, dirty clothing, untreated sickness, sleeping during class hours, lateness coming to school, poor concentration in class, poor self esteem and self acceptance, frequent non-attendance in the classroom among others (Lyons, 2003).2.2 Initiation Rites and School CompletionInitiation rituals in tradition way of living are crucial moments that prove to the young people that they are responsible. They have reached a level that they are no longer children any more. They can get married and start the family. They have a say in what they want to do. Therefore many find it difficult to cope with school rules and regulations, to attend lessons, participate in co curriculum activities, to be punished, to be under school administration and be considered as children who need guidance in life. This bring complex situation hence one can leave the school. Jepng’etich (2014) conducted a study on evaluation of effects of Female Genital Mutilation (FGM) on girls’ education in Olokurto Division. The study found that there are drop out and early marriages. Most of the students who drop out of school get married because they feel they have come to the age that they are strong enough to care for themselves.Mbeneko (2008) reaffirms that initiation rituals, early marriages, absenteeism and drop out affect pupils’ education. Parents should cooperate with the school administration to ensure that their children complete school. The study above shows cultural factors affect education but does not show clearly how the students are affected.2.2.1 Puberty FactorThe child is also afflicted by issues to do with negative sexual attitude. Lee (2007) blames permissive society and the media on negative sexual attitude exhibited by the child. She further identified characteristics of adolescence such as a feeling of insecurity and uncertainty, identity crisis, feeling of loneliness, fickle and unstable and the need for independence. It was found that the students who are involved in sexual affairs whether influenced by peers or family back ground need a good school where they are qualified teachers in guidance and counseling. Unfortunately, most schools lack this essential department that can deal directly with most of issues that affect students and pupils in educational system.2.2.2 Child AbuseLyons (2001) defined child abuse as any evil or corrupt practice, deceit, betrayal, molestation or violation. It could be physical, emotional or psychological. A child is anyone under the age of eighteen years. Child abuse cases are rampant in schools, homes and churches and are generally perpetrated by close adults or fellow children. Historically, child abuse is an old phenomenon. For instance in Britain, attention to child abuse cases was officially given recognition way back in 1889 when child protection law by the name Prevention of Cruelty Act was passed in the parliament (Lee, 2007). Closer home, in Kenya, the current constitution that came into place in 2010 has enshrined most of the basic rights to the child in a comprehensive way that would go a long way in safeguarding the rights of children if enforced by the entire stakeholders (Simiyu, 2001).Many factors contribute to the child abuse. They are myriad and complicated. Some do it and think that they are instilling discipline into the pupils. Others feel that the children are a bother and a nuisance to them and therefore need to be punished. Those who sexually abuse such children do it in believing that they have the right to sexual and intimacy needs that should be met by those children. Some parents grew up in abusive families and hence do not know other ways of rising such children. Other parents have unrealistic expectations of the child, hence they punish them when they do not meet those expectations (Ekuka, 2013)Indicators of emotional abuse are chronic which include lack of self esteem, low self confidence, immature emotional responses, attention seeking behavior, withdrawal behavior, fear of new tasks, learning delays, outbursts of anger or distress and excessive desire to please (UNESCO, 2012).2.2.3 Sexual Abuse of the ChildSexually abused children perform poorly in school. Child sexual abuse is a complicated problem that is sometimes believed to be rare and isolated. It involves forcing or enticing the child to take part in sexual activities whether the child is aware of what is happening or not. Indicators of sexual abuse may include bruises, bite marks around the genital areas or thighs. Others include unusual bleeding or discharge from genitals, inappropriate sexual behavior towards adults or other children, abnormal sexual knowledge for the child age, self harming eating and sleeping disturbances, depression, low self-esteem, suicidal behavior and poor achievement in school (Lee, 2007).The Public Broadcasting Service (PBS), Tanzania Strategy Plan (TSP) (2005) identified several areas where parents could play a positive role in the life of the children. They include, being a role model by exploring nature together, reading together, cooking together and counting together. Another role involves paying attention to what the children love and help them explore it. The children should also be discouraged from excessive watching of television as it distracts them from developing their own interests. 2.3 Language and School CompletionLanguage is a tool for communication. Unless one receives and decodes the information correctly, one will not be able to give a sound response. If students’ language abilities are affected, they will have trouble retaining the lessons. All students who are labeled as English language learners may not grasp the language well enough to understand what is being taught (Pinnock, 2015)2.3.1 Role of Parents in Initiating LanguageParents can train the child to frequently use English language which is the language of instruction and reduce the use of mother tongue. Oluwole (2008) conducted a study on the impact of mother tongue on the students’ achievement in English language in junior secondary certificate examination in western Nigeria. The study blames mother tongue use in homes as a cause for poor academic performance in schools. This means that children who frequently use mother tongue are not well exposed to the language of instruction and will find it hard to grasp the content and express themselves appropriately both when speaking and writing. Such children are also not able to think through the language of instruction as they are inclined to decode information first through their mother tongue and then translate it into the language of instruction where the real meaning could be lost in the process.Pinnock (2015) claims that children experience high failure rates in school if the language they learn at school is different from the one spoken at home. In fact students are confused because many times they ask the teacher to translate to the language that is familiar to them. During examination they fail because they do not know the vocabularies.In 2008 the United Nation Education Scientific and Cultural Organization (UNESCO) conducted research across 26 countries showing that 50% of students who dropped out of school did not speak the language in which they were being educated (Elsworth, 2015).2.3.2 Polyglot Affects Students’ Academic PerformanceIn 2012, a report by the American Psychological Association noted that Latino students who spoke one language at home and another at school were at increased risk of graduating late or dropping out of high school (Elsworth, 2015). Schneider and Shang (2013), reported that in the year 2004, National Committee of Kiswahili gave the statistic that 99% of Tanzania were able to speak Kiswahili as their second language. On the other hand Riley (2012), found that Tanzania uses Kiswahaili as nation language than Colonial languages in primary schools. Kiswahili language has become part and parcel of Tanzanian culture and this has a great effect on students learning other languages. Children who speak vernacular at home, when enrolled in primary school all subjects are in Kiswahili with exception of English that is taught as a subject and used mainly during the lesson. When the students transit to secondary school, every subject is taught in English with the exception of Kiswahili. Research has proved that it is difficult for the pupils and students to excel in their studies as they have a big challenge so far as the language is concern.Ekuka (2013), found that 50 percent of Ordinary level (O level) graduated in the year 1986. He explained both teachers and students in secondary schools had a big problem in using English language which led to poor results. Nyamai (2014), stated that students who were not fluent in English find it difficult to cope with studies and examinations in secondary school. The HakiElimu, assert that English as a language of instruction in Secondary schools, was found to be a hindering factor for many guardians could not help their children in utilizing that language (TSP, 2005). A research done by UNESCO (2012), reported that many teachers who were teaching in Secondary schools, had not mastered English language. Hence, there were doubts in what they taught the students. Eventually, it was discovered that they used Kiswahili to explain difficult concepts to students. Jamii Forums conducted a research to find out the facts that have led to poor performance in secondary school in Pwani. They suggested in their report that serious measures should be take to establish English laboratories for teaching English in all Institutions of higher education as to expand the horizon of English language among the students. Second language learners are afraid that they do not have a strong enough command of the language to express themselves and worry that they will be ridiculed if they try to communicate with others using new language. This leads to significant emotional stress and may interfere with learning (Schumann, 2015).Doughty (2015), affirmed from the education report in South Africa that there is a big issue of language, which has not taken enough cognizance of which I think is a large problem in South Africa which leads to school dropout. In Tanzania, students are highly challenged as having three languages; mother tongue or vernacular each tribe or clan has their own, Kiswahili is the national language and instructional language in primary schools, the English language is the official language and used in instructions like secondary and high schools (TSP, 2005). 2.4. Ways that Can assist to Improve Child’s Education in NyanchaIn Tanzania several studies have been carried out to address the issue of the students in schools. The scholars who conducted the studies came up with numerous suggestions here are some of them as to improve the situation at hand.2.4.1 Sound Morals and BehaviorsOkutachi (2014) conducted a study on the role of parents in educating students towards moral maturity in public secondary schools in Ngong District, Kajiado County and his findings assert that parents are facing a lot of setbacks in their efforts to bring up morally upright children due to the influence of the modern technology and the modern way of life. The media especially the television and internet have been of great influence to the youth who tend to ape the western culture to the detriment of their morals. Students are the central part of the educational system. They play a unique role in terms of receiving the instruction that can influence the change of behavior in their life. Hence they need to endeavour to acquire good behavior, positive attitude towards education, working hard in class, being attentive with open mind in class and above all be obedient and disciplined students. 2.4.2 Inculcate a Positive Reading Culture Among StudentsGuidance and counseling is paramount as students need to be guided. Students should be helped to develop good reading habits especially when dealing with important learning materials. Mwaniki (2014) conducted a study on the motivation of university students towards a culture of reading, a case of Catholic University of Eastern Africa and observed that Kenyan (including other students at CUEA) students have been regarded as people without a reading culture and that they only read to pass examination. Mwaniki went far to say that the education system is also geared towards clamming content to pass examination. Many students would prefer watch television or play games on computers at the expense of reading. It is clear that there is wastage in form of resources as one can repeat due to failure or drop out due to poor performance. Nabwoba (2014) conducted a study on the factors affecting pupils’ academic performance in public primary schools in Kibera, Lang’ata Division, Nairobi and identified negative attitudes towards studies as one of the main contributor to poor academic performance in many schools. Pupils then ought to pull up their socks and be more committed if they want to excel in educational system.Another study is by Mwali (2014) on factors influencing students performance in KCSE found out that most students were not committed to their studies and instead were more involved in other things like negative attitude towards teachers, subjects, indiscipline cases, premature sex, immoral acts, and peer pressure. This kind of attitudes is mostly associated with pupils and eventually contributes to poor academic performance.2.4.3 Disciplined Peers and Academic Performance It is very important as students interact with others who are morally upright. Lyons (2001) observed that peer groups can lead the child astray and therefore should only associate themselves with good friends who have positive social qualities such as politeness, respect, genuine love, kindness, consideration and understanding. Furthermore the peers should also possess some more qualities like honesty, trustworthiness, self-control, to be good listeners, none alcoholics, none smokers, avoid premarital sexual relations to mention a few. Wambugu (2010) supports the opinion on peer pressure by noting that the use of drugs has become a major problem with Kenyan youth who fall prey to this disastrous habit through peer pressure and other social and commercial exploiters. He added that the drugs that are commonly consumed by pupils and students include cigarettes, glue, pan, bhang, petrol, miraa, heroine, cocaine, LSD and mandrax. Wambugu (2010) was of the opinion that children should at all cost avoid bad company by not listening to misguided wisdom from peers but instead they should listen to their parents as they have vast experience in matters of life. They should avoid sex outside marriage by developing self control, chastity, self will and free will. They should develop a spirituality so as to have values and an intimate friendship with God. They should develop the right decision making skills for right things. They should also use common sense and will power to choose a chaste life as the only way to self happiness and freedom. It should come to their awareness that failure to control their sexual drive/motives will lead to poor academic performance and ruined their life.2.4.4 Child Rights Awareness A child shall be entitled to protection from physical and psychological abuse, neglect and any other form of exploitation including sale, trafficking or abduction by any person. No person shall subject a child to female circumcision, early marriage or other cultural rites, customs or traditional practices that are likely to negatively affect the child’s life, health, social welfare, dignity or physical development. A child shall be protected from sexual exploitation and use in prostitution, inducement or coercion to engage in any sexual activity, and exposure to obscene materials. Every child shall be entitled to protection from the use of hallucinogens, narcotic, alcohol, tobacco products or psychotropic drugs and any other drugs that may be declared harmful by the Minister responsible for health A child shall be entitled to leisure, play and participation in cultural and artistic activities. The United Nations Convention on the Rights of the Child has played an important role in protecting the right of many children. Example the United Nations Convention on the right of the child (article 31) recognizes the rights of children to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and participate freely in cultural life and arts. In this regard, States Parties to the Convention, of which Tanzania is a member should respect and promote the rights of a child. The United Nations Convention of the right of the child recognizes the right of the child’s education, with a view to achieving this right progressively and on the basis of equal opportunity. Hence, state parties should make secondary education compulsory and free to all children; make higher and vocational education accessible to all people (Toure, 2007).2.4.5 The Role of Extra-Curricular Activities in SchoolsA study carried by Aswani (2014), on influence of sports on discipline in secondary schools in Kajiado South found out that engaging boys in extra-curricular activities enables them to release tension. He further observed that sports also help keep the child engage in positive activities and thus help keep them away from mischief. It has also been established that students learn best when they are physically active. Sports have also been found to reduce school dropout rates since some of those who fail to perform well academically can be good at sports, improve daily attendance and reduce indiscipline problems. During sports there is a lot of discipline, self respect and team work. To sum up Aswani emphasized that sports play an important role in lowering aggression, self control, self-observation, problem solving skills, and delayed gratification.The report done by Republic of Kenya, Ministry of Education, Science and Technology (2001) on student discipline and unrest in secondary schools recommended that the government makes it mandatory that there is adequate space for children’s playground in every residential estate in urban areas. This is in realization that sport plays a part in keeping students and youth occupied and disciplined (Toure, 2007).National Council of Churches of Kenya (1992), in a research on students’ unrest in schools and colleges recommended that in order to prevent student from engaging in deviant and indiscipline behaviors, emphasis should be placed on engaging them in extra-curricular activities. Students’ social time should be increased to enable them release tension. This calls for increase on provision of recreational facilities like games equipment, entertainment like music, drama, debate, tour and visits to attractive sites and other schools (NCCK, 1992)2.4.6 The Role of the Teachers Towards Academic Excellency Teachers are regarded as the single most important and entrusted to create an environment that is fair, understanding, and accepting of diverse pupils’ ideas, experiences and backgrounds (Earthman, 2005). Mwali (2014) supports Tope’s sentiments by noting that teachers are the most important factor in determining the quality of education that a child receives. It means a teacher play a crucial role to ensure there is quality academic success of the students.Mwali (2014) observed that teachers can play an important role in preventing delinquency among boys. This can be done by showing them love and affection, encouraging the child to direct his drives into socially acceptable channels such as sports. Arrangement could also be made to have the child form a personal attachment with an adult, minimize temptation that could lead a child doing wrong, punish the act immediately but continue showing love and affection. Watching for early signs of maladjustment and treating them early would also prevent the child from taking on a delinquent aspect and give a potential delinquent a special responsibility such as care for machines.Good rapport is very important in ensuring good working relationship between teachers and pupils. Good pupils-teacher relationship has been found to enhance interest in class, which goes a long way in improving academic performance (Toure, 2007). Some of the most important desirable characteristics that are valued by many pupils in a teacher include a good sense of humour, consistent help, active learning, mastery and good delivery of subject matter, above all inclusion of games and use of spoken and written encouragement (TSP, 2005). Teachers who strive to achieve those attributes are likely to make the child succeed in school. To overcome socio-cultural challenges teacher’s teaching experience and professional qualification also affect how the student perform in school. Studies carried by Biriri (2011) on causes of poor performance of secondary school in KCSE in Mumbere Division, Koibatek District and Onyango (2010) who conducted a study on the factors causing poor performance in Biology at KCSE in Kisumu Municipality revealed that teacher experience influence performance. They further assert that teachers who have many years of teaching experiences are sure to realize better results in main examinations. It implies that students tend to benefit more when the schools retain the experienced teachers.Motivation of teachers can be of benefit to students as shown by a study carried out by Muindi (2014) on contribution of teacher motivation on learners’ academic performance in public secondary schools in Kikumbylyu location, Makueni County. The study established that well motivated teachers are more productive in their teaching endeavors and consequently improve their academic performance of their pupils. Muindi further outlines the signs of motivation as high productivity, low absenteeism, good interpersonal relations and high quality work.2.5 ConclusionMany studies have been done on the socio-cultural pattern affecting school completion and it is also evident that there are gaps that those studies did not address. It is based on this gap that the study intended to study on the analysis of socio-cultural factors affecting school completion in public secondary schools in Nyancha Division in Tanzania.CHAPTER THREERESEARCH DESIGN AND METHODOLOGY3.0 Introduction This chapter deals with research design and methodology for the study. The components that are involved are research design, area of study, target population, sample and sampling procedures, instrument for data collection, validity of the instruments, data collection, data analysis, ethical consideration and the conclusion.3.1 Research DesignKothari (2004) asserts that research design stands for advanced planning of the methods to be adopted for collecting relevant data and techniques to be used in their analysis while keeping in view the objectives of the research and availability of staff, time and money. According to Singh (2007) research design is the statement or objective of the inquiry and strategies for collecting the evidence, analyzing the evidence and reporting the findings. The study was conducted by using a descriptive survey design. Singh (2007) states that a survey research design collets background information. He recommended the technique for research where attitudes, ideas, comments and public opinion on a problem are put under investigation. It helps the researcher to gain insight in generalizing a situation without utilizing the whole population. It is suitable in determining reasons and causes for the current status under study. This is supported by Mugenda (1999), Mugenda and Mugenda (2003). Kathori (2007) adding that a careful reporting methodology of the naturalistic design promotes replication later by other researchers and re-testing the findings. By involving a broad category of stakeholders, the proposed study fitted with the cross sectional sub-type of descriptive survey study design was the best option.The study used quantitative technique in collecting and analyzing data. Quantitative methods involved the collection of numerical data in order to explain, predict and/or control phenomena under study. Data analysis was mainly statistical. This study used Survey design due to its reliability and ability to produce statistical information that could be analyzed. The cross sectional survey design was used because the respondents came from form Three and form four. The design chosen for the study was suitable because it helped the researcher to achieve the goal he had set (Ryan & Sibeti, 2012).3.2 VariablesA variable is a quantitative or qualitative entity which can take on different values or levels (Mugenda, 1999). Variables interact to bring about an outcome. There were two categories of variables used in this study. Independent variables which include Poverty, Initiation Rites, and Language, while the dependent variable was school completion.3.3 Locale of the StudyRorya District is a district in Mara Region, in the United Republic of Tanzania with the coordinates 01015IS 034009IE. The largest town is Shirati. It was created on 1 July 2007from a part of Tarime District. It boarders Tarime District to the east, Butiama District to the south, Lake Victoria to the west, and the Republic of Kenya to the north. The majority of inhabitants of Rorya District are from the Luo tribe, other ethnic groups are Kurya, Kine, Simbiti and Suba.According to the 2012 Tanzania National Census, the population of Rorya District was 265,241. Rorya District has four divisions namely: Girango, Nyancha, Lui-imbo, and Suba, it also have 21 agricultural wards, livestock keeping, fishing, small industries and other resources. More than 89% of the people depend on agriculture for their living; it was found that 291,373 hectares are arable lands. More than 70% of Rorya citizens participate in the local livestock keeping. The Luo people are good in livestock keeping. Livestock are used for providing milk, meat, capital for most economic transactions, cultural objects for variety of rites and plaughing. Rorya District council has got 7252 Km2 area that is covered by lake shore. Due to this fact most of these villagers depend on fishing activities. Some economic fish species found in the Lake Victoria are Nile-peach, Tilapia and silver cyprinid (omena in Luo) (TSP, 2005). Figure 3. SEQ Figure \* ARABIC 2: Map of RoryaKumar (2004) argued that factors such as familiarity with the area, time limitation and money may influence the researcher’s choice of locale. Nyancha Division is one of the divisions that perform fairly in National Education Counsel of Tanzania. 3.4 Target Population of the StudyMugenda and Mugenda (2003) define target population as a group of institutions, people, or objects that have at least one characteristic in common. It is the largest group from where a sample is taken. The target population for the study comprised of all public secondary schools in Nyancha division of Rorya Districk Tanzania. The researcher targeted all the students and teachers in these schools.Singh (2007) observe that with the larger target population, there are many subpopulations, such as gender, class, year group or status. Population validity then has to be considerate about all those subsets during the selecting the sample. 3.5 Sample & Sampling TechniqueA sample is small portion of the total population from which information is obtained or part, section or sub set of a entire population (Kumar, 2004). The sample had two public secondary schools where ninety respondents were sampled from among the students and teachers. Kothari (2007) states that sampling is a technique or procedure the researcher adopts in selecting the sample.3.5.1 Sampling of SchoolsThe study used 31% (31100 x Population) of the target population in the line with Mugenda &Mugenda (2003) who contends that 30 percent and above is a good representative sample of the target population. Simple random sampling method was used to select the two schools. The following procedure was employed in simple random sampling process: strips of papers with school name were put in the basket, after shuffling school B was picked. In the second round using the same procedure school A was picked. This is how the two schools were selected.Upon choosing the two schools, the researcher used form three and four students for the study, because they were better placed, since they had longer experience in the school, they were more focused in their studies unlike form one and two students who had no much experience in school.3.5.2 Sampling of StudentsThe sampling method used in selecting students was stratified random sampling followed by simple random sampling to get sample from the students. Applying this technique strata were obtained of boys in form four and form three, the same way for girls in form four and form three. Then from each stratum simple random sampling was used to get individuals who formed the sample. Table 2. SEQ Table \* ARABIC 2: Showing Sample Size School Student PopulationStudent SampleTeacher PopulationTeacher SampleSchool A8737165School B10243205Total 1898032103.5.3 Sampling of Teachers In the case of teachers, purposive sampling was used to obtain two teachers teaching languages while simple random sampling was used to select other teachers who participated as respondents. Teachers teaching languages were crucial in the study because one of the independent variable was directly addressing the use of language.3.6 Instruments of Data CollectionResearch instruments are tools used to collect the necessary information. The most commonly used instruments are questionnaires, interview guides, and observation guides (Kothari, 2007). The researcher used questionnaires as the tool for collecting data. Singh (2007), identify the three qualities of a good research instruments as validity, reliability and usability. 3.6.1 Description of QuestionnairesAccording to Ryan and Sibeti (2007), questionnaires are ideal instruments of research because they provide permanent records of the participants’ responses. Nassium (2000), argue that the questionnaire is the favoured tool of many who engage in research, and it can often provide a cheap and effective way of collecting data in a structured and manageable way.Mugenda & Mugenda (2003) describes a questionnaire as a set of questions designed to extract information relating to a survey. These questions are arranged in a logical sequence so as to achieve the set objectives according to Nassium (2000). During the study, questionnaire which includes open-ended questions, closed questions and matrix questions which used likert scale to investigate factors affecting school completion was used. The questionnaire was divided into five parts: Section A comprised of demographic information, Section B sought data on poverty and school completion, Section C enquired on the initiation rites and school completion, Section D solicited information on language and school completion and the last Section E dealt with way forward, getting opinions of the respondents on the study. The same format of the questionnaire was applied to students’ and teachers’ questionnaires. There were 80 students’ questionnaires, and 10 teachers’ questionnaires which made a total of 90 questionnaires which were administered in the study.3.7 Reliability and Validity of the Research InstrumentsAccording to Nassium (2000), reliability is the extent to which a research instrument yields measures that are consistent each time the instrument is administered to the same individuals or yields consistent results after repeated trials. On the other hand Kumar (2011), argues that the reliability of instruments is when a research tool is consistent and stable, hence predictable and accurate. Hence the greater the degree of consistency and stability in an instrument, the greater it becomes reliable. Questionnaires were given first to respondents who were not part of the sample. Their critiques helped in improving the standard of the questionnaires. Pre- test was paramount in evaluating the validity and reliability of the instrument. Validity refers to the extent to which a questionnaire measures what itis supposed to measure (Orodho, 2008). The researcher gave the instruments to experts for validation purposes and the corrections were promptly done. 3.8 Data CollectionOrodha (2008) define data collection as gathering specific information aimed at proving or refuting some facts. The researcher obtained an official letter or a formal authorization letter from the University College Administration seeking permission to conduct research in schools under study. The letter was delivered to the heads of schools. Once the permission was granted, the questionnaires were administered personally by the researcher with the help of some teachers. The questionnaires were administered after organizing an orientation workshop to the respondents so as to explain the purpose of the study, assure them of confidentiality and to agree on the best time to collect the data. The activity took place in two days each school taking one day. 3.9 Data AnalysisData analysis refers to the examination of what has been collected in a survey and making inferences based on it (Singh, 2006). According to Malcolm et al (2001), data interpretation is an ongoing process which may occur throughout one’s research. The task of analyzing data involves classification and organization of data in order to uncover some structures, extract some important variables which influence the phenomenon. It also involves detecting anomalies and testing the assumptions or hypotheses. This was done using research questions under the application of Statistical Package of Social Science (SPSS). The data was later arranged following the research questions for each. Quantitative analyzed data presentation was made by use of frequencies, percentages, tables and figures from the questionnaires which was further explained and justified by the observations made by the researcher. The quantitative analysis made use of SPSS to summarize, present and interpret the collected data on the relationship of factors affecting school completion in public secondary schools. The researcher made generalizations, suggested possible solution to the research problem and made recommendation for further study. 3.10 Ethical considerationAccording to Mugenda & Mugenda (2003), ethics is a branch of philosophy which deals with one’s conduct and serves as a guide to one’s behavior. Ethical issues do not solely relate to protecting the rights and privacy of individuals but also relates to their privacy and confidentiality in terms of the information that they supply. The researcher applied non harmful procedures in the whole process of his study. Adequate information was provided to the individuals targeted as research respondents. Confidentiality was assured to all who participated in giving sensitive information. In cases where respondents did not cooperate the researcher used more skillful methodology to obtain crucial information and there after the researcher did debriefing. The study had no side implications because its main objective was to address a phenomenon in the society.3.11 ConclusionThe study has provided academic world with worthy contributions by filling in a gap of knowledge. Therefore the instruments and methods mentioned above assisted in both data collection and data analysis.CHAPTER FOURANALYSIS, PRESENTATION, AND INTERPRETATION OF FINDINGS4.0 INTRODUCTION This chapter analyses, presents, discuses and furthermore interprets the findings on the socio-cultural factors affecting school completion in public secondary schools under the following themes: response rate, demographics, student school completion on poverty factors, initiation rites, and language used in schools.4.1 RESPONSE RATE4.1.1 Response Rate of the StudentsThis study was conducted among students and teachers in two public secondary schools in Nyancha Division. Both schools were mixed day secondary schools.Table 4. SEQ Table \* ARABIC 3: Showing Response Rate of the Students ClassTotal numberReturn ratePercentageForm three2929100%Form four5151100%Total8080100%A total of 80 questionnaires were administered to the students. Out of the 80, all (100%) were returned. This indicates the respondents’ willingness in giving information which led to the reliability of the research. The total number of form three students was 29 (100%) and on the other hand the form four respondents were 51 (100%). This indicates that the respondents provided adequate information since they were categorized as senior students who had stayed long enough in the public secondary schools thus would give reliable information for the study.4.1.2 Response Rate of the TeachersTable 4. SEQ Table \* ARABIC 4: Showing Response Rate of the Teachers School’s NameTotal numberReturn ratePercentageSchool A55100%School B55100%Total1010100%Table 4.4 above shows that, 10 questionnaires for teachers were administered in the two schools and were all filled and returned indicating 10 (100%) return rate. This indicates the willingness of the teacher respondents to give the information hence providing reliable data for the study.4.2 DEMOGRAPHIC INFORMATION4.2.1 Gender of the studentsThe students were asked to identify their gender. The responses given are indicated on the figure 4.3 below;Figure 4. SEQ Figure \* ARABIC 3: Showing Students' Gender Figure 4.3 above indicates that, 30 (38%) of the respondents were females and 50 (62%) were males forming the highest percentage of those participating in the research. This indicates that the study comprised of both boys and girls respondents. This therefore shows that the study was not biased because both gender were significantly represented4.2.2 Age of the StudentsThe respondents were asked to identify their age. Their responses are indicated on figure 4.4 below; Figure 4. SEQ Figure \* ARABIC 4: Student’s Age lefttopFigure 4.4 above indicates that, the highest percentage was between the age of 16-18 that is 72 (90%). In the ages 13-15 there were 6 (7%) forming the second highest class of participants where the fewest respondents were in the class of 19 years and above with 2 (3%). This indicates that most of the students in the secondary schools were between the ages 16-18 years. 4.2.3 Gender of Respondent TeachersTable 4. SEQ Table \* ARABIC 5: Showing the Gender of Teacher's Respondents Genderf%Male770Female330Total10100Table 4.5 above indicates that, the highest percentage of teachers in the two schools are males 7(70%). On the other hand female teachers are fewer at 3 (30%). Thus according to the findings there is a big range between male and female teachers based on gender. In addition, despite the small number of female teachers, the researcher concluded that all teachers gave maximum cooperation in this study.4.2.4 Teachers’ Academic QualificationThe researcher purposively collected data with an eye to know teachers level of education. The respondents were directed to indicate their educational qualification as shown in figure 4.5 below;Figure 4. SEQ Figure \* ARABIC 5: Teachers' Academic Qualification Figure 4.5 above, indicates that degree holders teachers were 4 (40%), while diploma holders teachers were 6 (60%). From the responses, it is evident that out of sampled teachers who conceded with the population, teachers with diploma in secondary school are many in numbers shown by the high percentage of teachers 60%. Coney (2006) noted that trust can have a significant impact in creating success and prosperity in students. Well qualified teachers can teach effectively. According to the Ministry of Education Science and Technology (2005) session paper No 1, teachers are an important resource in the teaching and learning process. More qualified teachers are likely to contribute positively towards retaining the students in schools.4.3 POVERTY AND SCHOOL COMPLETIONThe first objective of the study was to find out the effect of poverty on students’ school completion. The following are the responses of both the students and teachers on the different questions on effects of poverty to students.4.3.1?Parents/Guardian?level?of?Education The study sought to know the guardians’ level of education. The respondents were to tick in the box showing the highest level of education obtained by the guardian.Table 4. SEQ Table \* ARABIC 6: Showing Guardians' Level of Education Parent / GuardianStudents responsesTeachers responsesLevel of educationf%f%Primary school3746660Secondary school3240330Colleges & University1114110Total 8010010100Table 4.6 above shows that, from student respondents 37 (46%), and from teacher respondents 6 (60%) indicated that some parents have obtained primary school education. On the other hand from students respondents 32(40%) and from teacher respondents 3 (30%) showed that some parents had obtained secondary school education. Furthermore, from student respondents 11(14%) and from teacher respondents 1(10%) indicated that some parents have college or university education. The findings above indicate that though parents have primary education, it was evident that they were engaged in small scale production and keeping small number of life stocks. Schneider and Shang (2013) observed that student priorities and general attitudes are strongly influenced by those of their parents and relative at home-living in the same household. In his study, Scott (2013) observed that because of illiteracy, with no exposure and awareness, parents do not understand that value of education. This contributes towards the dropout of students of students since their parents are not role models.4.3.2 Students Commute to SchoolThe respondents were asked to indicate the means of commuting to school by the students. Their responses are a summarized in table 4.7 below;Table 4. SEQ Table \* ARABIC 7: Showing How Students commute to School Students responsesTeachers responsesMeans to schoolf%f%On foot7391440Bicycle 68440Bodaboda 11220Car ----Total 8010010100Table 4.7 above indicates that, 73 (91%) as reported by students and 4 (40%) as reported by teachers were the students who walked many kilometers to school every day to and fro. On the other hand 6 (8%) as reported by students and 4(40%) as reported by teachers, were students who used bicycles as means of transport to school. Meanwhile 1(1%) as reported by students and 2 (20%) as reported by teachers were the students who can afford to use bodaboda to school. According to the findings the highest number of students come from low class families. They walk long distances and reach school exhausted, tired and hungry since majority of them don’t take breakfast at home.These findings tally with Rhodda (2009) research findings which highlighted that transport is a key element to consider in choosing school. On the other hand Wambugu (2010) pointed out that there were many problems facing students in schools and one of them is poor perception of the role of students. Students who travel long distances to school have low concentration in class and are also likely to be distracted on the way to school. This increases their chances of dropping out of school.4.3.3 Government’s Commitment in Improving the School Completion ratesA question that needed an answer of Yes or No was posed to respondents to find out whether the government was concerned in improving school completion rates. The responses were summarized in table 4.8 below;Table 4. SEQ Table \* ARABIC 8: Showing Government commitment in Education Students responsesTeachers responsesf%f%Yes 5265880No 2835220Total 8010010100Table 4.8 above indicates that, 52(65%) of student respondents and 8(80%) of teacher respondents agreed that the government is concerned with school completion. On the other hand 28(35%) of student respondents and 2(20%) of teacher respondents felt that government was not concerned with school completion. The researcher found out that the government was concerned with the students completing school. This was evidenced by the high number of both students and teachers who testified with vivid examples of how free education for all had a positive impact on school completion rates. Mbeneko (2008), pointed out that many schools and vocational training were built to accommodate many young people who are seeking for knowledge and added that those parents whose children leave school for no valid reasons were answerable to the court of law.4.3.4 Guardians Struggle to Cater for School NeedsThe respondents were asked to tick their opinion on their parents struggle to cater for their school needs. Their responses were as given in the figure 4.6 below; Figure 4. SEQ Figure \* ARABIC 6: Showing Guardians struggle to Cater for School Needs Figure 4.6 shows that, 59(74%) of the respondents strongly agreed that guardians struggled to cater for their school needs, 17(21%) of the respondents agreed on the same, 3(4%) of the respondents were unable to decide, while 1(1%) strongly disagreed with the statement. This explains that although most guardians struggle to cater for their children’s school needs, the government plays a crucial role in helping the students. This indicates that there are other people and organizations that support guardians in the same issue. Lyons (2001) supports these findings by noting that inadequate facilities for learners contribute towards deteriorating the teaching and learning process in many schools. 4.4 INITIATION RITES AND SCHOOL COMPLETIONThe second objective of the study was to examine the role of initiation rites on students’ school completion. The following are the responses of the students on the different questions on effect of initiation rites to students.4.4.1 Cultural ResponsibilitiesThe respondents were asked to tick Yes or No on the question which was to indicate if students are given responsibility as part and parcel of the culture. The responses are as summarized in the figure 4.7 below;Figure 4. SEQ Figure \* ARABIC 7: Showing Culturally Students are Assigned responsibilities Figure 4.7 above indicates that, 63(79%) of respondents supported that students are assigned responsibilities at home. On the other hand, 17(21%) of the respondents were of the opinion that students are not assigned responsibilities. The finding above indicates that the higher percentage (79%) of respondents gave their responses based on the fact that most students come from middle and low social classes hence guardians alone were not able to sustain their families fully. Therefore, young people especially students participate in rising family income by doing a number of activities in order to support their families. The findings were in line with UNESCO 2012 suggestions that some cultural practices may affect a child’s access to school and ability to stay in school.4.4.2 Students’ Participation in Initiation RitesThe researcher wanted to find out whether students who are in school had participated in initiation rites. Their responses were summarized in figure 4.8 below; Figure 4. SEQ Figure \* ARABIC 8: Students' Participation in initiation rites Figure 4.8 above, indicates that 51(64%) of the respondents agreed that they had not participated in initiation rites, while 29(36%) of respondents asserted that they participated in initiation rites. From the evidence above the researcher concluded that nowadays few students were involved in initiation rites. Bariri (2000), noted that some cultural practices and behaviours are seen as negative since they affect the fundamental rights of an individual and inhibit their life, health, dignity, education and physical integrity. Parents should avoid taking their children through retrogressive cultural rites.4.4.3 Students Don’t Come Back after CircumcisionThe students were asked to indicate their opinion on the students who take part in circumcision ceremony. Their responses are summarized in Figure 4.9 below;Figure 4. SEQ Figure \* ARABIC 9: Students don’t come back after ritualsFigure 4.9 above illustrates that, 8(10%) of respondents strongly agreed, another 8(10%) of respondents agreed with the fact that after circumcision student do not come back to school, 12(15%) of respondents were not able to decide. On the other hand 19(24%) of respondents disagreed while 33(41%) of respondents strongly disagreed that students don’t come back after circumcision. This indicates that soon after circumcision ceremonies, students go back to school. The fact that 12(15%) students were undecided is an indication that though students go back to school, most of them don’t fit in school. Critically, looking at the 16(20%) of respondents who were of the opinion that students don’t go back to school, it implies that they should be considered to have become mature and responsible to run their life and if possible start their own families. Lee (2007) reported that learning of students in school depends on the attitude of the students. According Toure (2007), attitude is the inner feeling of an individual towards something or somebody.4.4.4 The Most Beneficial Aspects of a StudentStudents were asked to tick what they find more beneficial in their life. Their responses were summarized in table 4.9 below;Table 4. SEQ Table \* ARABIC 9: Showing Most Beneficial Aspect to Students Most beneficial f%School 7695Initiation rite11Domestic activities23Business 11Total 80100Table 4.9 above indicates the findings from students, where 76(95%) of respondents asserted that school is most beneficial to them, 1(1%) of respondents noted initiation rite, while 2(3%) of respondents reported domestic activities, and 1(1%) of respondents said business is most beneficial aspect to them. The researcher took this to imply that the highest number of the respondents had realized that the most beneficial aspect to them is school which is indicated by 95%. As it is said “if you think education is expensive try ignorance”.4.5 LANGUAGE AND SCHOOL COMPLETIONThe third objective of the study was to assess the effect of language on students’ school completion. The following are the responses of the students and teachers on the different questions on effect of language to students’ school completion.4.5.1 The Method Used To Make Sure Students Speak EnglishThe teachers were asked to respond to this question due to their role in school. Their responses were used to construct the table 4.10 below;Table 4. SEQ Table \* ARABIC 10: Showing Method Applied to Speak English Way to improve languagef%Debate & morning speech660English speaking campaign 330Disk & Card rotation110Total 10100Table 4.10 above shows that, 6(60%) of respondents asserted that debates and morning speech were the methods used most to make student speak English, 3(30%) of teachers were of the view that English speaking campaign was employed in the school while 1(10%) of respondents said disk and card rotation was a good method used to make students speak English in school. It is evident that debate and morning speech had the highest percentage as shown above. Elswoth (2015), emphasized that language and instructional materials make learning interesting, understandable and effective. Thus, all possible methods should be used in order to benefit the learners4.5.2 Poor Background in English Language makes Studies DifficultThe respondents were asked to tick as they give their opinion on poor background in English language make studies difficult. Their responses are given in table 4.11 below;Table 4. SEQ Table \* ARABIC 11: Showing Poor Background in English Students responsesTeachers responsesf%f%Strongly agree3746330Agree 2329440Undecided 810--Disagree Strongly disagree48510121020Total 8010010100Table 4.11 above indicates that, 37(46%) student respondents and 3(30%) teacher respondents strongly agreed, 23(29%) of students and 4(40%) of teachers agreed that poor background in English language makes studies difficult. There was no teacher who was undecided on the matter but 8(10%) of student respondents were undecided. Furthermore 4(5%) of the students and 1(10%) of the teachers disagreed, while 8(10%) of students and 2(20%) of teacher strongly disagreed that poor background in English language makes studies difficult. The researcher found out that 75% of students and 70% of teachers which represented the majority number reported language had a great influence in student’s performance. The findings were supported by Elsworth (2015), who argued that 50% of students dropped out of school because they did not speak the language in which they were being educated.4.5.3 Language Used Mostly by Students to Communicate with Each Other in SchoolRespondents were asked to point out language used by students in communication especially among students. Their findings were summarized in table 4.12 below;Table 4. SEQ Table \* ARABIC 12: Showing Language Most used by Students f%Vernacular330Kiswahili 440English 330Total 10100It is evident from the table 4.12 above that, 3(30%) of teachers asserted that vernacular is used in school for communication by students, 4(40%) of respondents reported that Kiswahili was used by the highest number of students, while 3(30%) of respondents were of view that English was used. This implied that close to 70% of students were not fluent in English language. According to Elsworth (2015), students who spoke one language at home and another at school were at increased risk of graduating late or dropping out of high school.4.5.4 Punishment Given to Students Who Speak Vernacular in SchoolStudents were asked to identify punishment given to those who violate school rules and use vernacular in communication. The table 4.13 below indicates the summary of the finding from students.Table 4. SEQ Table \* ARABIC 13: Showing Punishment given to Vernacular Speakers Punishment f%Corporal 6682Others 1418Total 80100Table 4.13 above indicates that, 66(82%) of students asserted that they were given corporal punishment, while 14(18%) of respondents were given other type of punishments. This implied that there was 100% punishment to those who speak vernacular, in addition to that students use vernacular in communication. Students use vernacular in communication because they lack vocabulary. It is proved by the 100% that there was punishment in terms of canes, carrying stones/firewood, writing essays, buying novel books, sweeping, slashing and cleaning school environment to mention some.4.6 WAY FORWARD 4.6.1 Ways To Help Students Who Did Not Complete Secondary EducationThis question was for the teachers only as experts in education, they were asked to identify what can be done to help those students who did not complete their secondary education.Table 4. SEQ Table \* ARABIC 14: Means to Assist Students who did not complete school f%Start business110Educate their parents330Vocational training 660Total 10100It is evident that the Table 4.14 above shows, 1 respondent (10%) respondent who said that they can start business, 3(30%) of teacher respondents were of the idea that guardians should be educated, and the highest number 6(60%) of respondents still were convinced students should be taken to vocational training. The researcher concluded that skills in different areas can help the students to manage their life. Critically, 90% of respondents were of the opinions of learning both students 60% and their guardians 30% as indicated by the respondents. Furthermore, even to start business in a competitive world today, one should have good knowledge and skills.4.6.2 Other Factors that Influence School Incompletion In SchoolsThe respondents were asked to mention or identify other factors that influence school incompletion. Their responses from both students and teachers were summarized in the table 4.15 below;Table 4. SEQ Table \* ARABIC 15: Showing other Causes of School Incompletion Students respondentsTeacher respondentsf%f%Early pregnancy1316220Poor family background6480770Harsh school environment 34110Total 8010010100Table 4.15 above shows that, 13(16%) of student respondents and 2(20%) of teacher respondents reported early pregnancy was among factors influencing school incompletion, 64(80%) of students respondent and 7(70%) of teacher respondents asserted poor family background influenced school incompletion. Few respondents 3(4%) of students and 1(10%) of teachers were convinced and said harsh school environment influenced school incompletion. The researcher concluded that poor family background had a greatest influencing to students school incompletion. Early pregnancy could be also a result of way of earning to some girls whose families were poor. Low class families could not afford to take their children to better schools hence led to join schools with poor infrastructure. Toure (2007) noted that early marriage is the most often cited reason for Maasai girls school incompletion. CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATIONS5.0 INTRODUCTION This chapter summarizes the findings of the study, draws the conclusion based in the findings and provides recommendations based on the findings. Additionally, it gives suggestions for further research.5.1 SUMMARY OF THE FINDINGSThe study was based on analysis of socio-cultural factors affecting school completion in Nyancha division Tanzania. The objectives of the study were; To find out the effects of poverty on students’ school completion.To examine the role of initiation rites on students’ school completion.To assess the effects of language on students’ school completion.The study used descriptive survey design in collecting information about people’s attitude, opinions, habits or any of the varieties of education or/ and social issues. On the same, collecting primary data is intended to describe a populations characteristics that is a too large to be observed directly. A sample of 90 respondents was chosen which include: 80 both boys and girls in form three and form four where 51 were in form three while 29 were in form four from the two schools. There were 10 teachers from school A and B.Stratified random sampling together with simple random sampling were used to sample the schools to take part in the research to ensure that no biasness in selecting the schools. Systematic random sampling was employed to sample the students whereby even numbers were selected for form fours and odd numbers were selected for form threes. To sample the teachers stratified random sampling was employed to ensure both genders are represented and particularly teachers dealing with languages and social subjects were part of the participants. Out of the 90 questionnaires administered to students and teachers, all questionnaires were returned.Data was collected using questionnaires then the information collected was organized and analyzed using SPSS system and presented using tables, figures and plates based on the research questions.5.1.1 EFFECTS OF POVERTY ON STUDENTS’ SCHOOL COMPLETIONFirst and foremost, the findings indicate that though parents have primary education, it was evident that they were engaged in small scale production and keeping small number of life stocks. According to the findings the highest number of students comes from middle and low class families. Secondly the researcher found out that the government was concerned with student’s school incompletion. This was according to the highest number of both students and teachers who testified with vivid examples of how free education was to all, and through the request to put structures in place to discipline parents whose children left schools. Thirdly, it is evident that there were other people and organizations that support guardians in educating their children. Economically, most parents could not effectively cater for all needs as education is concerned for their children as they depend on small scale production. 5.1.2 ROLE OF INITIATION RITES ON STUDENTS’ SCHOOL COMPLETIONThe finding indicated that young people are introduced in doing different activities in order to boost the household. Therefore, young people especially students participate in rising family income by doing a number of activities so as to support their families. In doing so, some were involved in business that could lead them feel that they were not fit in schools any more. This was evident due to the fact that the students were in day public schools, hence they go back home every day.The study indicated that sooner or later after the circumcision ceremony students go back to schools, but most of them don’t fit in those schools. They consider themselves to have become mature and responsible to run their life and if possible start their own families. Some become rude to school administration and their bad records are entered in the black book and hence they end up with suspension and dismissal from schools. 5.1.3 EFFECTS OF LANGUAGE ON STUDENTS’ SCHOOL COMPLETIONThe researcher found out that language had a great influence on student’s performance. In this case students were found not having adequate vocabulary to communicate. The same students use vernacular at home but at primary school the language of instruction was Kiswahili while at secondary school, they were required to learn in English. This implies that the students did not have enough time to understand and internalize the language hence they were not fluent in English language. The researcher also found out that there was punishment to those who speak vernacular. The school should employ corrective measures in this regard in such a way that it would not have a negative impact to students. Students should be helped to learn English and use it in each and every event. There should be appraisal to those who use the language effectively and correctly in order to motivate the rest of students. 5.2 CONCLUSIONOn the basis of the study, there is need for education in these public secondary schools is not regulated in all dimensions by the proprietors with the help of the government who is the main stake holder of education. Failure to that, many individuals will be of no support to the nation’s economy since they will not have obtained adequate knowledge necessary for lifelong contribution to build Tanzania as a Nation.5.3 RECOMMENDATIONFrom the above analysis of socio-cultural factors affecting school completion in Nyancha division Tanzania, the researcher came up with the following recommendations which can help in solving the challenges:StudentsStudents should take maximum initiative to advice their parents on the proceedings of the teaching and learning process to evaluate their progress to avoid wasting their life in engaging in socio-cultural activities that have no benefits in their life and to the society at large. Students should look up to some role models who have made it in the past and try to emulate them in order to maximize their lives in school and to contribute greatly to the societyParents The parents should consider their children as their future investment and lay a firm foundation to them. This can be achieved through taking them to schools which provide holistic education to ensure integral development of the physical, mental, emotional, spiritual, psychological domains. They should avoid to be led by their traditional ways of looking at their children’s lives. They should ensure that they give birth to the number of children whom they can raise comfortably and whose education they can support up to the highest possible level.School Administrators The school administrators who are the proprietors of these public schools should ensure that they check why students drop out of school on the way. They should provide measures that will curb the dropout menace. Additionally they should cater for each student by establishing a good rapport with students, teachers, parents and school community. They should use all possible means to influence students to discover the importance of formal education in their lives. They should also collaborate with the members of the community in terms of following up of the students since they cannot make it alone without their ernmentThe government should put some emphasis on supporting the public secondary schools by improving their infrastructure, provision of facilities together with adequate and qualified teaching staff to enhance teaching and learning process in these schools in order to cater for the increasing student population in the country. The government should finance the implementation of the integrated curriculum that clearly educates the society as the whole for the betterment of the students.The Ministry of education should as well train teacher specially to teach social science subjects in different parts of Tanzania taking into account of multi dimensions and the diversity in cultures.5.4 SUGGESTIONS FOR FURTHER RESEARCHThe study dealt with analysis of socio-cultural factors affecting school completion in Nyancha division Tanzania. It was discovered that public secondary schools are facing many more challenges apart from school incompletion. The researcher therefore, suggested that other studies could be carried out in relation to the current study. They include:Availability of qualified and effective professionals in public secondary schools in TanzaniaClassroom management and student unrest in public secondary schools in TanzaniaEffects of drug abuse on students’ performance in public secondary schools in TanzaniaEffects of Kiswahili language on teaching and learning in Public secondary schools in TanzaniaRole of English language as a means of instruction in secondary school in TanzaniaREFERENCESAnnana, (2000). Causes of Dropout and its Effects. A case study of secondary schools in Kajiado county. Unpublished Research Project-Catholic University of Eastern Africa.Aswan, P.B. (2014). Influence of sport on academic performance. A case study of Kajiado South. Nairobi:CUEABiriri, A. O. (2011). The causes of poor performance of secondary schools in KCSE. A case study of Mumbere Division, Koibatek District. Unpublished B.Ed Research Project. CUEABuswelu, (2011). Dropout Causes in Public and Private secondary schools unpublished Research Project Morogoro: Agricultural University of Mzumbe.Dabaso, (2000). The influence of culture practices on student’s education in Kenya. A case study of primary schools in Central Division, Marsabit District.Davidvrash, (2011). Uganda has highest school drop out in East Africa. From . Retrieved Sept.13th 2015.Doherty, J. (2015). Child development: Theory and practice. Harlow: Person Longman.Doughty, B. (2015). High school incompletion rate a Problem in South Africa: Education report. From learningenglish.content/high-drop-out-rate-a problem-for-south-africa. Retrieved Sept. 13th 2015. Earthman, G. et al. (2005). A Statewide study of Student Achievement, Behaviour and Building Conditions: Dallas, TX Publishers. From, http//. Retrieved on 16/10/2016.Ekuka, R. (2013). Analysis of factors contributing to pupil’s poor performance in Primary leaving examination of Offoka Uganda. Nairobi:MIUCElswoth, S. (2015). Language Barriers. Retrieved July 6th 2015 from Every day life.global language –barrier- affect student,s performance.Jepng’etich (2014). Evaluation of the effects of Female Genital Mutilation on girls’ education in Olokurt Division.Kikwete, J. (2010). Causes, effects and consequences of school drop out in Secondary Schools: Monthly Speeches. Dar es Salaam: Star-well Press.Kothari, C.R. (2007). Research Methodology: Methods and Techniques. New Delhi: New Age International (P) Limited.Kumar, S. & Ruchika, W. (2004). Themes in the study of the Foundations of Education. Nairobi: Jomo Kenyatta Foundations.Kumar, R. (2004). Research, Methodology, Methods and Techniques. New Delhi: New Age International Ltd. Publishers.Lyons, E. (2001). Issues of Adolescence Schooling. New York: Meridian Cooperation.Lee, C.D. (2007). Culture, literature and learning. New York: Teacher Collage Press.Malcolm, L. et al (2001).Study of International Student’s Perspectives on Cross-Cultural adaption. Palmerston North: Academic Publisher.Mbeneko (2008). Some traditions in Tanzania affect school enrolment. BED Project. Mzumbe University of Agriculture.Ministry of education (2001). Students discipline and unrest in Secondary Schools. Mugenda, S. (1999). Research Methods. Quantitative and Qualitative Approach. Nairobi: Africa Centre for Technology studies.Mugenda, S & Mugenda, A. (2003). Quantitative and Qualitative Approach. Nairobi: Africa Centre for Technology studies.Muindi, (2014). Teacher motivation on learner’s academic performance in Public Secondary Schools. A case of Makueni Locality. Nairobi:CUEAMwali, (2014). Factors influencing student’s performance in KCSE, Kisii County. Nairobi:MIUCMwaniki, (2014). Motivation of University students towards culture of reading. Nairobi:CUEANabwala, J.S. (2014). Factors affecting pupils academic performance in Public Primary Schools in Kibera-Lang’ata. Nairobi:CUEANational Council of Churches of Kenya (1992). Students unrest in schools and colleges. Nairobi:MacmillanNassium, D.K. (2000). Survey Sampling: Theory and Methods. Nairobi: Nairobi University Press.Nyamai, R. (2014). Assessment of the relationship between male students’ attitudes on English language and their performance on the subject in Kakuma refugee camp in Turukana County. Nairobi:MIUCOcholla, A.B.C. (2008). The Luo Culture: African Traditions and Culture- University of Michigan.Odoyo, M. A. (2014). A study of factors that influence teaching and learning of History and Government in Kasipul Division, Homa Bay County. Nairobi:MIUCOdundo, J O. (2014). Influence of home-based factors on students’ performance in KCSE in Wajir East Sub-county, Wajir County. Nairobi: MIUCOkutach, M.A. (2014). The role of parents and school in educating students towards moral maturity in public secondary schools. A case study of two schools in Ngong District, Kajiado County. Nairobi:MIUCOluwole, D.A. (2008). The impact of mother tongue on students’ achievement in English language in Jjunior Secondary Certificate Examiantion in Western Nigeria.Onyango, (2010). Assessing factors causing poor performance in Biology at KCSE in Kisumu County. Nairobi: CUEAOrodho, J.A. (2008). Techniques of writing Research Proposals & Report. Masemo:Kavezja HP.Pinnock (2015). Academic Failure. From Every day life.global language –barrier- affect students performance Retrieved July 6th 2015. Rhodda, A. (2009). Parents and Choice of Student Enrollment. London: Longman Publisher.Riley, G. (2012). Causes of High Numbers in Public School: Research Study Commissioned by NASUWT. United Kingdom. Perpetuity research and consultancy international Ltd.Ronan, M. (2006). An Investigation into the Causes of Poor Performance in the Public Schools. A Case Study of Lang’ata High School. Nairobi: Catholic University of Eastern Africa.Ryan, C. & Sibeti, L. (2012). Research Methods in Humanities and Education, Qualitative and Quantitative Research Made Simple. Lambert Academic Publishing.Schneider & Shang, (2013). Blame Society, Not Teachers for Poor Performance and Illiteracy. Daily National Newspaper-August 17, 201, Page 24.Schumann (2015) Emotion Factors. Retrieved July 6th 2015 from Every day life.global language –barrier- affect student’s performance.Scott, S. & Palincsar, A. (2013). Socio cultural theory. From .school and academic.classroomlearners. Retrieved July 7th 2015.Simiyu, R. (2001). Foundation Of School administration. East Africa: Oxford University Press. Singh, K (2007). Research Methodology. New Delhi: S.B. Nagai APH.Sote, (2000). Factors leading to poor performance of Girls at K.C.S.E. Level. Nairobi.Tanzania Strategic Plan (TSP), (2005). Tanzania educational strategic plan. From, Pdf-Adobe Reader. Retrieved on 26/01/2017.Tanzania Vision 2025 Fortune of Africa Tanzania. From tanzania-vision-2025. Retrieved on 01/07/2016 Tooley, A. (2012). The World Crisis in Education. New York: Oxford University Press.Toure, (2007). Girls and Gender Discrimination. Nairobi: Macmillan Kenya.UNESCO, (2012). African school children who drop out are about 42% before the end of their education. Retrieved Sept. 13th 2015 from Uwizeyimana (2014). The challenges and opportunities in relation to the students’ in Ololua and Kibiko day school. Unpublished Research Project-Catholic University of Eastern Africa.Wagner & Fard, (2009). Factors Contributing to Student Poor Performance in Secondary Schools in Offaka, Uganda. Unpublished Research Project, Catholic University of Eastern Africa.Waititu, V. N. (2014). The impact of compulsory Christian religious education in Muslim students discipline and performance. Nairobi: University of Nairobi.Wambugu, S. (2010). An Empirical study of Factors Responsible for Poor academic Performance among Secondary schools in Butula District. A paper presented at University of Nairobi Symposium-Nairobi September 2010.APPENDICESAPPENDIX ONE-QUESTIONNAIRE FOR STUDENTSDear Respondent, I am a student at Marist International University College (MIUC), a constituent college of The Catholic University of Eastern Africa. I am conducting a study on Analysis of Socio-Cultural Factors Affecting School Completion in Public Secondary Schools in Nyancha Division as a partial fulfillment for the Bachelors Degree in Education. This will assist me to analyze the factors affecting school completion. You are assured that the information you will give will be treated in confidentiality. The information will be strictly used for the purpose of this study only. You should not write your names on the paper or any form of identity on any part of the questionnaire. Kindly, read the instructions for each question carefully before you give the answer that is required. There is no right or wrong answer kindly respond to the questionnaire as honestly as possible. Your contribution and cooperation will be highly appreciated. Thanks in advance.Yours SincerelyKulinduka P. N.SECTION A: DEMOGRAPHIC INFORMATIONUse [ X ] in the boxes provided to select the best option. Gender: Male [ ] Female [ ]Age: 13- 15 [ ] 16- 18 [ ] 19 & above [ ]Class: Form 3 [ ] Form 4 [ ]What category does your school fall?Mixed Day School [ ]Mixed Boarding School [ ]Mixed Day & Boarding School [ ]SECTION B: POVERTY AND SCHOOL COMPLETIONWhat is the level of education of your guardian?Primary [ ]Secondary [ ]College/ University [ ]Others [ ]Where do you take your lunch? Home [ ] (b) School [ ] (c) Hostel [ ] (d) Nearby kiosk or “Mama Ntilie” [ ] (e) Others [ ] Specify ………………………………………………………….What do you use to commute to school? On Foot [ ] (b) By Bicycle [ ] (c) ‘Boda-Boda’[ ] (d) By Car/Taxi [ ]Do you have other siblings who did not complete Secondary School Yes [ ] No [ ]If Yes, how many ……………………………………...Does the government show any concern in minimizing school incompletion? Yes [ ] No [ ] If, Yes briefly comment……………………………………………………………………………………If, No briefly comment……………………………………………………………………………………Kindly, respond to the following statements by indication with a tick (√ ) where you Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly Disagree (SD)STATEMENTSAAUDSDMy parents struggle to cater for my school needs.Poor family conditions lead to school incompletion.Poor educational backgrounds of parents affect children too.Most parents and guardians are socially in the low class.Farming is the income generation for most parents.Lack of basic needs at family level discourages school attendance for students.The age in Secondary school is the time to start family.Learning experiences during initiation rites help me to continue with school.Students don’t come back to school after circumcisionMy mother tongue affects my learning in school.I like learning all subjects in English.I would perform better if Kiswahili was the language of instruction in Secondary School.I find difficult to answer examinations because of English.Teachers teach and explain concepts in Kiswahili during lessonsPoor background in English languages makes studies difficult.SECTION C: INITIATION RITES AND SCHOOL COMPLETIONCulturally, students are assigned responsibilities which lead to school incompletion? Yes [ ] No [ ]Name them (i)……………….………………(ii)………………………………………. Have you participated in initiation rites? Yes [ ] No [ ]What is most beneficial to you?School [ ]Initiation rites [ ]Domestic activities [ ]Business [ ]What happens to parents whose children leave school as the result of circumcision ceremony?They Are taken to court [ ] (b) Are left free (c) Pay fine [ ]Who are more vulnerable to initiation rites in your society?Boys [ ] (b) Girls [ ] (c) Both boys and Girls [ ]SECTION D: LANGUAGE AND SCHOOL COMPLETIONWhich language do you mostly use to communicate with your classmates in school?Mother tongue [ ] Kiswahili [ ] English [ ]Do you follow English News in a radio at home? Yes [ ] No [ ]Which punishment is given to students who speaks vernacular in school?…………………………………………………………………………….Are your teachers’ role models in using English in school? Yes [ ] No [ ]Which methods does the school use to make sure students speak English.……………………………………………………………………………SECTION E: WAY FORWARDWhat do you suggest should be done in order to prevent school incompletion?i.………………………………………………………………………………………………ii………………………………………………………………………………………………iii……………………………………………………………………………………………...In your own opinions what are the other factors that influence school incompletion in your school? i/ …………………………………………………………………………………APPENDIX TWO-QUESTIONNAIRE FOR TEACHERSDear Respondent, I am a student at Marist International University College (MIUC), a constituent college of The Catholic University of Eastern Africa. I am conducting a study on Analysis of Socio-Cultural Factors Affecting School Completion in Public Secondary Schools in Nyancha Division as a partial fulfillment for the Bachelors Degree in Education. This will assist me to analyze the factors affecting school completion. You are assured that the information you will give will be treated in confidentiality. The information will be strictly used for the purpose of this study only. You should not write your names on the paper or any form of identity on any part of the questionnaire. Kindly, read the instructions for each question carefully before you give the answer that is required. There is no right or wrong answer kindly respond to the questionnaire as honestly as possible. Your contribution and cooperation will be highly appreciated. Thanks in advance.Yours SincerelyKulinduka P. N.SECTION A: DEMOGRAPHIC INFORMATIONUse [√ ] in the boxes provided to select the correct optionGender: Male [ ] Female [ ]Teaching Experience: 0-3 years [ ] 4-7 year [ ] 8 & above [ ]Academic qualification:Diploma [ ]Degree [ ]Masters [ ]Others [ ] Specify………………………………………………SECTION B: POVERTY AND SCHOOL COMPLETIONWhat is the level of education of most of students’ parents in your school? Primary [ ] Secondary [ ] College/ University [ ] No formal education [ ]What kind of work do most of parents do?Farming [ ] Civil Servant [ ] Business [ ] Others [ ] Specify …………….....Where do students take their lunch? Home [ ]School [ ]Hostel [ ]Nearby kiosk or ‘Mama Ntilie’ [ ] Others [ ] Specify ………………………………………… How do students commute to school?On Foot [ ] By Bicycle [ ]‘Boda-boda’ [ ]By Taxi/ Car [ ]Others [ ] Specify ………………………………………….Does the government show any concern in improving the school completion rates? Yes [ ] No [ ] If, Yes briefly comment……………………………………………………………………………………If, No briefly comment……………………………………………………………………………………SECTION C: INITIATION RITES AND SCHOOL COMPLETIONCulturally, students are assigned responsibilities which lead to school incompletion? Yes [ ] No [ ]If Yes Name them i). ………………………………………………………………….. ii). ………………………………………………………………….What seems to be the most important to the student?School [ ]Initiation rites [ ]Domestic activities [ ]Business [ ]Others [ ] Specify ………………………………………………What happens to parents whose children leave school as the result of circumcision ceremony?Are taken to court [ ]Are left free [ ]Called by the headmaster [ ]Pay fine [ ]Others [ ] Specify……………………………………………Who are more vulnerable to initiation rites in your society?Boys [ ]Girls [ ]Both boys and girls [ ]SECTION D: LANGUAGE AND SCHOOL COMPLETIONWhich language do students mostly use to communicate with each other in school?Vernacular [ ] Kiswahili [ ] English [ ]Is there any punishment given to students who speak vernacular in school? Yes [ ] No [ ] If Yes, which one …………………………………Which method does the school use to make sure students speak English?……………………………………………………………………………Please, respond to the following statements by indication with a tick (√ ) where you Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly Disagree (SD)STATEMENTSAAUDSDParents struggle to cater for their children school needs.Poor educational backgrounds of parents affect children too.Most parents and guardians are socially in the low class.Farming is the income generation for most parents.Lack of basic needs at family level discourages school attendance for students.Primary education is enough to sustain one’s life around Like Victoria.The age in Secondary school is the time to start family.Learning experiences during initiation rites are better than what is learnt in school.Without initiation rites you are nobody in the society.Students don’t come back to school after circumcisionMy mother tongue affects my teaching and learning in school.If Kiswahili is the language of instruction in Secondary School, students can perform better.Teachers use simple English words to explain concepts in all subjects.It is difficult to answer examinations in English because students do not understand English.Teachers teach and explain concepts in Kiswahili during lessonsSECTION E: WAY FORWARDWhat should be done to help students who did not complete Secondary Education?………………………………………………………………………………………………………………………………………………………………………………In your own opinions what are the other factors that influence school incompletion in your school? ………………………………………………………………………………… ………………………………………………………………………………… ................
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