ABSTRACT

Grade retention occurs when pupils begin a new school year in the same grade as the previous year, instead of moving to a higher grade. Retention of children in upper primary school grades has been reported in various studies and associated with poverty, religion and gender. Little is however known on the situation in lower primary. The main purpose for this study was to establish the social cultural and economic factors contributing to grade retention of pupils in lower classes of the public primary schools in Tharaka Nithi County, Kenya. Specific objectives of the study were; to establish whether parental decision, gender role and cultural beliefs contributing to grade retention of pupils in lower classes, to investigate contribution  of parental income, family size and parent’s education level towards grade retention of pupils in lower classes in public primary schools and to determine the strategies that can be employed to reduce grade retention of pupils in lower classes in public primary schools in Meru South Sub-County. Descriptive research design was used to collect data. Simple random sampling technique was used to get the study sample. The study targeted 52 Public primary schools in Meru South Sub County, class teachers in public lower primary classes and head teachers of the schools. Data was collected using a questionnaire for the class teachers and interview schedule to the head teachers of the sampled schools. The questionnaires incorporated both qualitative and quantitative research questions. To enhance content validity of the research questionnaires and the interview schedules, the researcher carefully set the items as per the objectives of the study. Reliability of instruments was ensured by pre- testing the instruments in a school outside the target population. A coefficient of 0.72 for head teachers and class teachers was deemed reliable. Numerical data collected using questionnaires was coded, entered and analyzed using computer Statistical Package for Social Scientists (SPSS) programme. Frequency tables, graphs and pie charts were used to present the findings. The study found out that girls were more affected by class retention. Socio-cultural practices lead to differentiated outcomes in school performance for girls than boys. Parents’ income and parental occupation also influence grade retention. Some of the strategies that mitigate social cultural and economic factors leading to grade retention included; sensitization of the community to equity provision of education, community be encouraged to practice family planning, community to come up with projects at both individual and community level to ensure economic sustainability. The study concluded that family background significantly influenced children performance in school. Parents lack knowledge on the need to assist their children in academic work and girls were more affected by grade retention than boys. Family income was a major factor of pupils’ grade retention. The study recommended that; community be educated to shun socio- cultural practices that undermine education, parents delegate less domestic chores to the girl child and schools and parents should collaborate in making early interventions aimed at helping pupils who show tendencies of being slow in learning to achieve the objectives.