An Analysis of Re-entry Policy Implementation on Teenage Pregnant Girls’ Learning Outcomes in Koloa Zone, Baringo County, Kenya

Eunice Ncororo Matindi & Ruth Thinguri
Mount Kenya University
Email: ncororoeun@gmail.com

Abstract: Globally, there is a concern on teenage pregnancies among learners. The objective of this article was to analyze the re-entry policy implementation on teenage pregnant girls’ learning outcomes in public primary schools in Koloa Zone, Baringo, Kenya. The study was guided by two theories: Rationale System Theory and the Education Production Functions theory. The study used mixed methodology as well as concurrent triangulation design with descriptive survey for qualitative data and survey for quantitative data. Target population was 920 which included 10 head teachers, 850 pupils, 59 teachers and 1 sub county education officer. The sample was 211 which consisted of 10 head teachers selected through census, 150 pupils selected randomly, 50 teachers selected randomly and 1 sub county education officer sampled through census. There were questionnaires for teaching staff and pupils, interview schedules for heads and a sub county education officer. Quantitative data were analyzed in descriptive and inferential statistics and presented through tables, occurrences, percentages. Inferential statistics used Chi-square test. Qualitative data was analyzed by thematic analysis and presented in narratives method and verbatims. It was established that there was a problem in implementing the re-entry policy among the pregnant girls. The study recommended that there should be a follow-up of girls once they give birth so as to come back to school. This was the work of all stakeholders.