Capitation grant and textbook student ratio in public secondary schools in Bungoma south subcounty Bungoma county Kenya
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Date
2019-11
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Journal ISSN
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Publisher
KIBU
Abstract
The Kenyan government spends part of Capitation Grant (CG): 54% of the tuition
amount for purchase of textbooks in Public Secondary Schools in order to attain ratio
of one textbook per student. From 2009 up to 2017 Public Secondary Schools had
faced challenges in implementing the above policy. The study sought to establish the
relationship between CG and Textbook Student Ratio in Public Secondary Schools in
Bungoma South Sub-County, to identify the relationship between CG received
towards textbook purchase and actual tuition Amount spent on purchase of textbooks
in Public Secondary School, to determine the relationship between government policy
on CG towards provision of textbooks and Curriculum diversity in Public Secondary
Schools and to find out the effect of textbook ‘Harvesting’ and Donation on use ofCG
towards purchase of textbooks in Public Secondary Schools. The study was guided by
Human Capital Theory (HCT). The study used descriptive survey design to carry out
the study with both qualitative and quantitative approaches. The target population was
53 Public Secondary Schools comprising of 637 respondents. The sample size was
379 respondents comprising of one Sub County Director of Education (SCDE), 27
Principals, 159 HODs, 27 accounts Clerks’ 27 Librarians, and 138 Students (Class
secretaries). Yamane (1967) formula was used to get the sample size for the 159
HODs and 138 students/class representatives. Random sampling was used to recruit
159 HODs and 138 students (class representatives) while purposive sampling was
used to recruit one SCDE, 27 principals, 27 accounts clerks and 27 librarians. The
study used questionnaires and document analysis. Split-half reliability and coefficient
alpha were used to ascertain reliability of the instrument. Validity of the instruments
was conducted in 4 public secondary schools through piloting and any wanting
instrument component was adjusted accordingly. The quantitative data collected was
processed and analyzed using both descriptive; mean standard deviations and
inferential statistics; ANOVA, tukey test and Pearson’s correlation coefficient. The
study established that CGs were not adequately utilized to attain the desired 1: 1
textbook student ratio due to divers’ challenges. This may in the long run escalate
through the 100 transition rate policy, Findings of this study indicate that insignificant
amount of capitation grant funding was used towards textbooks over the years. The
study recommends that, the MOE and school managers should come up with a robust
CG policy for proper utilization of funds meant to purchase textbooks through
enhancing monitoring systems for prudent management of the funds to avoid future
high textbook student ratio and maintain the recommended ratio of 1:1.