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

Abstract

This study investigated the influence of parental education levels on students’ completion rates in public secondary schools in Dadaab Sub-County, Kenya. Despite the government's implementation of free day secondary education, student retention and completion rates remain low, particularly in marginalized and economically disadvantaged communities. Anchored in Human Capital Theory, the study employed a descriptive survey research design targeting a population of 10,890 and a sample of 385 respondents comprising principals, teachers, parents, and students. Data was collected using questionnaires and interview guides and analyzed using descriptive statistics and Pearson Chi-square to test the relationship between variables. The findings revealed a statistically significant association between parental education levels and students’ completion rates (χ² = 362.883, df = 9, p < 0.05). Students whose parents had attained post-primary or higher education were more likely to complete school due to stronger parental involvement, academic support, and positive attitudes toward education. Conversely, parents with no formal education were often unable to support schoolwork or prioritize learning, contributing to higher dropout rates among their children. Additionally, qualitative data from school principals and education officers confirmed that home-based learning environments and parental literacy directly impact school completion. The study recommends that the Ministry of Education enhance adult literacy programs in pastoral and refugee-hosting areas such as Dadaab. It also recommends that the Teachers Service Commission strengthen guidance and counseling departments to support at-risk learners. Furthermore, school principals should intensify parental sensitization on the value of education through regular school meetings and community outreach. These interventions are essential to reduce dropout rates and promote educational equity in low-literacy, low-income communities.

Keywords: Parental Education Levels, Student retention, School Completion Rates, Public Secondary Schools, Dadaab, Kenya.

DOI: 10.7176/JEP/16-6-10

Publication date: June 30^th 2025