Most countries invest heavily in Education because it is recognized as a fundamental human right and foundation for sustainable development objectives. Despite this commitment, the participation of boys in Education remains very low. Therefore, the purpose of this study was to analyze socio-economic factors on k.c.s.e performance of boy -child in Kakamega North Sub County, Kenya. The study was based on Classical Liberal Theory of Equal Opportunities. A descriptive survey research design was adopted. The target population for this study was 2180 comprising of 40 principal, 100 class teachers, 40 public mixed day schools and 2000 form four and three students. A sample size of 436 respondents comprising of 400 students, 20 teachers, 8 principals and 8 mixed day public schools were drawn for study through stratified random sampling and purposive sampling techniques. Interviews and questionnaires were used to collect data. In this study descriptive statistics was used to analyze data where the percentages and frequency distribution tables was used to give summary of the findings. The data collected was analyzed using the statistical package for Social Science (SPSS). The study established that there is a strong correlation between the socio-economic factors, parental involvement and school-based factors with boy child performance. It is recommended that; the government should take stern measures against parents who deny their children the Right to Education by forcing their sons to engage in casual work during school hours. Further, a study should be carried out in public mixed day schools in an urban setting to establish a relationship with the current research in order to find a common solution.
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In-Text Citation: (Loice et al., 2020)
To Cite this Article: Loice, W., David, K., & Ndaita, J. (2020). Influence of Socio-Economic Factors on K.C.S.E Performance of Boy -Child in Kakamega North Sub County, Kenya. International Journal of Academic Research in Business and Social Science, 10(4), 662–688.
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