| dc.description.abstract | In spite of the hundred percent transition policy being in existence for the past four years, some
learners do not access secondary education. The study sought to analyze the effect of physical
infrastructure, teaching and instruction materials and hidden education cost on a hundred percent
transition to secondary school in Wetlands Sub County, Kenya. The specific objectives of the
study were to; examine the effect of school infrastructural facilities on a hundred percent
transition to secondary school, determine the relationship between the availability of teaching
and learning resources and one hundred percent transition to secondary school and to establish
the effect of hidden educational costs on a hundred percent transition to secondary school. The
study was guided by the Classical Liberal Theory. The study adopted a descriptive survey
research design. The target population for the study was all the 14 public secondary schools, 14
secondary school principals, 649 teachers, and 4411 secondary school students in Wetlands Sub
County. Purposive sampling was used to sample the principals while simple random sampling
was used to sample the teachers and students. The sample size for the study consisted of all the
principals, 247 teachers and 367 students. The main data collection tools were questionnaires.
Data collection instruments were piloted in 5 schools in Langata Sub County, part of the larger
Nairobi County. Test re-test technique was used to ascertain the reliability of the research
instruments. The validity of the instruments was ascertained by the experts in Educational
Leadership and Management in the School of Education at KCA University. Data was analyzed
using SPSS version 25. Data was analyzed using descriptive statistics, namely; frequencies,
percentages, mean, standard deviation and inferential statistics. Chi square test was used to test
the hypothesis. Findings of the study were presented using frequency tables, bar graphs and pie
chart. The study revealed that there was a statistically significant relationship between school
infrastructural facilities, teaching and learning resources, hidden costs and a hundred percent
transition to secondary schools in Westlands sub-county, Kenya. The study recommended that to
improve a hundred percent transition to secondary schools; school infrastructure, teaching and
learning resources and hidden educational costs should be put into consideration. The
government ought to allocate more funds for infrastructural development and provision of
adequate teaching and learning resources. | en_US |
