Influence of Family Income Levels on Students’ Completion Rates in Public Secondary Schools in Dadaab Sub-County, Kenya

Abstract

This study investigated the influence of family income levels on students’ completion rates in public secondary schools in Dadaab Sub-County, Kenya. Despite government interventions such as Free Day Secondary Education and school feeding programs, student dropout and low completion rates persist, particularly among learners from low-income households. The study was grounded in Human Capital Theory, which posits that investment in education yields future economic returns and applied a descriptive survey research design. A stratified random sample of 385 participants, including principals, teachers, students, and parents, was drawn from a target population of 10,890. Data were collected using questionnaires and interview guides and analyzed using descriptive and inferential statistics through SPSS v22. Findings revealed a strong positive correlation (r = .850, p < 0.05) between family income levels and students’ completion rates. Economic hardships, lack of school fees, limited access to learning resources, and early marriages were key factors contributing to dropout. Teachers and principals also reported that boys often left school for income-generating activities while girls were vulnerable to early marriage due to financial pressure. The study concludes that low family income significantly affects students’ ability to complete secondary education. It recommends that the Ministry of Education expand targeted bursaries, the Teachers Service Commission enhance teacher deployment in hardship areas, and NGOs implement conditional cash transfers and family livelihood support programs. These measures are essential to improve school retention and completion rates in Dadaab’s socio-economically marginalized context.

Keywords: Family income, Influence, Completion Rates, Public Secondary Schools

DOI: 10.7176/JEP/16-6-09

Publication date: June 30^th 2025