Abstract:
Education plays a critical role in human development yet some
learners’ school participation and access in Kenya tend to be
inconsistent. The purpose of this study was to establish the learnerrelated factors that influence learners’ school access and participation in
Central Division of Narok County, Kenya. The study was conducted in
public primary and secondary schools in central Division of Narok
County. Descriptive Survey Research Design was employed and
stratified random sampling technique was used to select the schools
from the Division. The study respondents were selected using simple
random sampling. The sample included 48 teachers, 8secondary school
principals, 24 primary school head teachers, 68 class eight pupils and
44form one students. Data was collected using questionnaires. A pilot
test was conducted in one secondary and three primary schools. Testretest reliability method was employed to establish the reliability and
stability of the instruments. A correlation co-efficient of 0.77 was
obtained using Pearson Product Moment Correlation Coefficient. The
results indicated that physical condition of the learner, use of drugs,
learners’ attitude towards school, learners’ age and their maturity,
gender influence their access and participation in school. The study
recommended promotion of policies and practices that maximize
inclusion. Open and flexible practices should be incorporated in
curriculum implementation, giving consideration to equity, diversity and
opportunity for all learners. Teachers should be empowered through
continuous professional development activities such as refresher
training to equip them with skills which motivate learners to learn and
be retained in school.
