ABSTRACT
Basic education is very critical in any education system because of the crucial role it plays
in catalyzing national development. Consequently, maintaining a high student enrolment at
this level should be a priority for all countries. The Constituency Bursary Fund (CBF) was
established by the government of Kenya through an Act of Parliament in 2003. The purpose
of this study was to investigate equity in bursary allocation in relation to internal efficiency
of secondary schools in Bungoma County, Kenya. The objectives of the study were: to
determine the relationship between Bursary demand and amount disbursed to secondary
school students; to investigate the relationship between bursary allocation and student
participation rates in secondary schools; to establish the relationship between bursary
allocation and student performance in secondary schools; to determine if there is any
significant difference in bursary disbursements by tuition fees charged and to determine the
relationship between selected students’ characteristics and bursary allocation to secondary
school students. The study was guided by Human Capital Theory. The study employed a
mixed method research design. The population of the study was 206 principals from
secondary schools, 9 CDF managers, 5 banks managers and 88,343 students. The sample
size was 48 principals, 9 CDF managers, 5 bank managers and 883 students. The study
sampled 9 CDF managers and 5 bank managers using purposive sampling and simple
random sampling to select 48 principals and 883 students. Data was collected through
questionnaires and document analysis. Qualitative data were analyzed through thematic
narration, while quantitative data were analyzed using descriptive statistics and inferential
statistics (multiple regression model and Pearson correlation). The study findings indicated
that there was a strong significant relationship between Bursary amount demanded and
amount received; there was a weak but significant negative relationship between bursary
allocation and students’ non-attendance rates. The study concluded that as the amount of
bursary allocation to recipients increased so did the students’ performance with implication
that higher bursary awards enables students to remain in school and attend lessons and they
are more likely to perform better. Bursary disbursements were more or less the same
between male and female students. The study recommended that children of the poor
echelons of the society should be assisted to access the extra-county schools through
systematic measures that allow them to progress and perform well from primary schools.
, N & WAFULA, E (2021). Equity In Bursary Allocation In Relation To Internal Efficiency Of Secondary Schools In Bungoma County, Kenya. Afribary. Retrieved from https://afribary.com/works/equity-in-bursary-allocation-in-relation-to-internal-efficiency-of-secondary-schools-in-bungoma-county-kenya
, NAMACHANJA and EDWIN WAFULA "Equity In Bursary Allocation In Relation To Internal Efficiency Of Secondary Schools In Bungoma County, Kenya" Afribary. Afribary, 07 May. 2021, https://afribary.com/works/equity-in-bursary-allocation-in-relation-to-internal-efficiency-of-secondary-schools-in-bungoma-county-kenya. Accessed 21 Nov. 2024.
, NAMACHANJA, EDWIN WAFULA . "Equity In Bursary Allocation In Relation To Internal Efficiency Of Secondary Schools In Bungoma County, Kenya". Afribary, Afribary, 07 May. 2021. Web. 21 Nov. 2024. < https://afribary.com/works/equity-in-bursary-allocation-in-relation-to-internal-efficiency-of-secondary-schools-in-bungoma-county-kenya >.
, NAMACHANJA and WAFULA, EDWIN . "Equity In Bursary Allocation In Relation To Internal Efficiency Of Secondary Schools In Bungoma County, Kenya" Afribary (2021). Accessed November 21, 2024. https://afribary.com/works/equity-in-bursary-allocation-in-relation-to-internal-efficiency-of-secondary-schools-in-bungoma-county-kenya