A COMPARATIVE STUDY ON THE INFLUENCE OF FREE TUITION ON LEARNING ENVIRONMENT BETWEEN DAY AND BOARDING SECONDARY SCHOOLS IN LIKUYANI SUB-COUNTY, KENYA

Abstract

In 2003, the introduction of Free Primary Education in Kenya led to a significant increase in the number of students enrolling in primary schools. However, many of these students faced challenges in accessing and completing secondary education because of the high costs associated with school fees. To tackle this problem, the Kenyan government introduced the Free Secondary Education program in 2008. The purpose of this study was to carry out a comparative analysis of the influence of free tuition on the learning environment in day and boarding schools in Likuyani Sub-County. The specific objectives of the study were to: compare the influence of the availability of educational resources on the learning environment in day and boarding schools; compare the influence of quality of learning materials on the learning environment in day and boarding schools; compare the influence of student-teacher ratio on the learning environment in day and boarding schools; and compare the influence of learning outcomes on the learning environment in day and boarding schools. The social learning theory provided a theoretical foundation for the study. A comparative research design was used. The target population consisted of 246 respondents: 1 Sub-County Quality Assurance Officer, 35 school Principals, 35 accounts clerks, and 175 heads of departments. The sample size was determined using the Krejcie and Morgan table, and respondents were chosen using purposive sampling for the Sub County Quality Assurance Officer and simple random sampling for school Principals, Accounts Clerks, and heads of departments. Data collection instruments included interview guides for Sub-County Quality Assurance Officers, and questionnaires for principals and heads of departments and document analysis to be filled by accounts clerks. Validity was established through expert review and piloting, while reliability was tested using a pilot study and the split-half technique, with a reliability coefficient calculated. Quantitative data was analyzed using frequencies, means, and t-tests, while qualitative data was analyzed thematically. The study found that the availability of educational resources was significantly higher in boarding schools compared to day schools, enhancing the learning environment. The quality of learning materials was better in boarding schools, contributing to improved educational outcomes. The student-teacher ratio was more favorable in boarding schools, resulting in more individualized attention for students. Learning outcomes, including academic performance and co-curricular activities, were generally better in boarding schools than in day schools. The Free Secondary Education policy has positively impacted the learning environment in both day and boarding schools, though boarding schools tend to benefit more due to better availability of resources, higher quality of learning materials, and more favorable student-teacher ratios. These factors contribute to superior learning outcomes in boarding schools. To bridge the gap between day and boarding schools, it was recommended that the government and stakeholders invest in improving the availability of educational resources and the quality of learning materials in day schools. Additionally, efforts should be made to reduce the student-teacher ratio in day schools to enhance individualized student support. Regular monitoring and evaluation of the FSE policy should be conducted to ensure that both day and boarding schools equally benefit from the initiative.