Prevalence of Private Supplementary Tutoring in Schools in Kakamega Township, Kakamega County
Abstract
This study examined the persistence of private supplementary tutoring (PST) in Kakamega Township, Kenya, despite a government ban. Grounded in Defiance Theory, the research sought to assess the prevalence of PST in secondary schools within Kakamega Township, Kakamega County. A mixed-methods convergent approach was adopted, incorporating a cross-sectional survey and phenomenological design, targeting 15 secondary schools. Data was collected through questionnaires and interviews, with quantitative analysis performed using SPSS, and qualitative data analyzed thematically. Findings indicated that PST remains widespread, driven by factors such as poor time management, lack of enforcement of the ban, and an emphasis on certification over educational quality. Teachers reported challenges with completing the syllabus and limited opportunities for revision since the ban, while students benefited from lower costs and increased personal study time. The study recommended solutions including career development programs, integrity training, abolishing school ranking, and improved teacher compensation to reduce reliance on PST. It concluded that tackling the root causes of PST requires more comprehensive strategies beyond policy enforcement.
Keywords
Government Ban, Prevalence of Private Supplementary Tutoring, Private Supplementary Tutoring (PST), Teacher Compensation
Citation
Anyango, P., Adhiambo, J., & Mwaniki, C. (2024). (2024). Prevalence of Private Supplementary Tutoring in Schools in Kakamega Township, Kakamega County. Journal of Africana Articles, 2(16), 1-17. DOI: https://doi.org/ 10.5281/zenodo.13858375
