Economic Support Programs and Student Participation in Schooling in Public Secondary Schools in Meru County, Kenya

Abstract Purpose: This study investigated the effectiveness of economic support programs on student participation in schooling in public secondary schools in Meru County, Kenya. The research examined how bursaries, scholarships, work-study programs, and alternative fee payment modes influence student engagement in educational activities. Methodology: A mixed-methods approach was adopted, combining descriptive and correlational research designs. The study sampled 331 respondents from 1,903 participants, including 13 principals, 12 Parent Association chairpersons, 147 class teachers, 144 student leaders, and 3 Constituency Development Fund managers. Data was collected through semi-structured interviews, self-report questionnaires, and focus group discussions. Quantitative data was analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (Chi-square tests), while qualitative data underwent thematic analysis. Results: Descriptive findings revealed that only 33.06% of class teachers and 24.36% of student leaders confirmed readily accessible economic support programs in their schools. Chi-square analysis (χ² = 12.909, p < 0.001) demonstrated that economic support programs significantly influence student participation in schooling. The Contingency Coefficient measure indicated that 28.4% of the total variance in student participation could be attributed to economic support programs. Conclusions and Recommendations: Economic support programs are effective in facilitating student participation in schooling; however, their accessibility remains critically low in public secondary schools. The study recommends enhanced implementation of economic support initiatives, improved coordination between stakeholders, and diversification of funding sources to ensure sustainable access to these programs.