Joyce Ere Work

RELATIONSHIP BETWEEN
EDUCATION DISCRIMINATION AND ACADEMIC ACHIEVEMENT
AMONG STUDENTS A CASE IN
AINABKOI SUB-COUNTY, KENYA
NJUGUNA MOTHONI JOYCE
EB05/SR/MN/12566/2020
SCHOOL OF EDUCATION
THESIS SUBMITTED TO THE DEPARTMENT OF
C.I.M IN PARTIAL FUFILLIMENT OF THE COURSE (ERE 3203-1) EDUCATION

RESEARCH PROJECT
MAASAI MARA UNIVERSITY
JUNE 2023
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DECLARATION
I Njuguna Mothoni Joyce declare that this thesis is my original work and has not been presented
in any other institution for any certification no person should use whole or part of this work
without my permission. The thesis has been complemented by referenced works duly
acknowledged as text, data, tables have been borrowed from source including the internet that
have been accredited in accordance with anti-plagiarism regulations.
Signature…………………… date…………………………
NJUGUNA MOTHONI JOYCE
EBO05/SR/MN/12566/2020
E.F.P
APPROVAL BY THE SUPERVISORS
This thesis has been submitted for the examination with our approval as university supervisors
Signature………………………… date……………………………
PROF.FLORENCE KISIRKOI
SCHOOL OF EDUCATION
C.I.M DEPARTMENT
MAASAI MARA UNIVERSITY
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DEDICATION
I would like to dedicate this study to the students, parents, and teachers who participated in this
research. Your willingness to share your experiences and perspectives has been invaluable in
helping us gain a deeper understanding of the complex issues surrounding education
discrimination and academic achievement in Kenya.
I would also like to dedicate this study to my family and friends, who have provided unwavering
support and encouragement throughout the research process. Your love, patience, and
understanding have been essential in helping me stay focused and motivated during this
challenging journey.
Finally, I would like to dedicate this study to all the educators, policymakers, and advocates who
are working tirelessly to promote equity and social justice in education. Your dedication and
passion inspire me to continue pursuing research that can contribute to positive change in our
society.
Thank you all for your support and encouragement.
[NJUGUNA MOTHONI JOYCE]
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ACKNOWLEDGEMENT
This study would not have been possible without the contributions and support of many
individuals and organizations. I would like to express my gratitude to the following:
The students, parents, and teachers who participated in this study. Your willingness to share your
experiences and insights has been instrumental in helping us understand the complex issues
surrounding education discrimination and academic achievement in Kenya.
The school administrators and educational authorities in Kenya who provided permission and
assistance for this study to take place. Your support and cooperation have been invaluable in
facilitating the research process.
My supervisor PROF.FLORENCE KISIRKOI, for providing guidance, feedback, and support

throughout the research process. Your expertise and insights have been crucial in shaping the
direction and scope of this study.
My family and friends, who have provided unwavering support and encouragement throughout
this challenging journey. Your love and encouragement have kept me motivated and focused,
and I am grateful for your presence in my life.
The staff and resources of the Maasai Mara University Library, who provided access to relevant
literature and research materials. Your services have been essential in helping me complete this
study.
Finally, I would like to acknowledge all the educators, researchers, and advocates who are
working to promote equity and social justice in education. Your dedication and passion inspire
me to continue pursuing research that can contribute to positive change in our society and
sources I have borrowed data including the internet.
Thank you all for your invaluable contributions to this study.
[NJUGUNA MOTHONI JOYCE]
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ABSTRAT
This study aims to explore the relationship between educational discrimination and academic
achievement among students in Ainabkoi sub-county, Kenya. The study has employed
quantitative research design, and data has been collected through a survey questionnaire
administered to a sample of 250 students selected using stratified random sampling techniques.
The survey questionnaire had been developed based on a review of relevant literature and has
cover topics such as students' perceptions of discrimination in education, their academic
achievement, and their socio-economic backgrounds. The study was guided by the social
cognitive theory and the concept of institutional discrimination, which postulates that
discriminatory practices can be embedded within social institutions such as the education system.
The study seeked to address the knowledge gaps identified in the literature, particularly
regarding the extent and nature of educational discrimination in the Ainabkoi sub-county context
and its impact on students' academic achievement. Data analysis has involve descriptive
statistics, such as frequencies and percentages, to describe the characteristics of the sample and
their perceptions of educational discrimination. Additionally, inferential statistics, such as
correlation analysis and regression analysis, has be used to explore the relationships between
educational discrimination and academic achievement. The findings of this study are expected to
contribute to the existing knowledge on the relationship between educational discrimination and
academic achievement, particularly in the Ainabkoi sub-county context. Additionally, the study
will provide insights into the nature of educational discrimination and its impact on students'
academic achievement, which can inform policy and practice interventions aimed at addressing
this issue.
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TABLE OF CONTENTS
DECLARATION……………………………………………………………………..ii
DEDICATION………………………………………………………………………..iii
ACKNOWLEDGEMENT…………………………………………………………….iv
ABSTRACT……………………………………………………………………………v
TABLE OF CONTENTS………………………………………………………………vi
LIST OF TABLES……………………………………………………………………..ix
LIST OF ABBREVIATIONS…………………………………………………………..xi
CHAPTER ONE:
INTRODUCTION
1.0Background of the Study……………………………………………………………8
1.1Statement of the Problem…………………………………………………………...9
1.2Research Questions…………………………………………………………………9
1.3Objectives of the Study……………………………………………………………..10
1.4Significance of the Study……………………………………………………………10
1.5Scope of the Study………………………………………………………………….11
1.6Limitations and Delimitations………………………………………………………11
1.7Assumptions…………………………………………………………………………12
1.8Theoretical and Conceptual Framework…………………………………………….12
1.9Definition of Terms………………………………………………………………….13
CHAPTER TWO
LITERETURE REVIEW
2.0Introduction………………………………………………………………………..16
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2.10Education Discrimination and Academic Achievement…………………………..16
2.11Causes of Education Discrimination………………………………………………17
2.12Effects of Education Discrimination………………………………………………17
2.13Interventions to Address Education Discrimination………………………………18
2.14Summary of the Literature Review…………………………………………………18
2.15Knowledge Gaps……………………………………………………………………19
2.16Controversies in Literature…………………………………………………………..19
2.17Main Research Gaps…………………………………………………………………22
CHAPTER THREE
RESEARCH METHODOLOGY
3.0Introduction………………………………………………………………………….23
3.18Research Design……………………………………………………………………..24
3.19Location of the Study…………………………………………………………………25
3.20Target Population………………………………………………………………………26
3.21Sampling Techniques…………………………………………………………………27
3.22Sample Size……………………………………………………………………………28
3.23Research Instruments…………………………………………………………………..29
3.24Piloting Study………………………………………………………………………….30
3.25Data Collection Techniques……………………………………………………………34
3.26Data Analysis……………………………………………………………………………39
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION, INTERPRETATION AND

DISCUSSION
4.1 Descriptive Statistics

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4.2 Correlation Analysis
4.3 Regression Analysis
4.4 Relationship between Education Discrimination and Academic Achievement
4.5 Factors Influencing Education Discrimination
4.6 Implications for Educational Policies and Practices
4.7 Limitations of the Study
CHAPTER FIVE
SUMMARY, CONCLUTION AND RECOMMENDATION
5.1 Summary of Finding
5.2 Conclusion
5.3 Implications for Education
5.4 Recommendations for Future Research
REFERNCES…………………………………………………………………………………40
APPENDICES
APPENDIX I Research Instruments………………………………………………………41
APPENDIX II Work Plan…………………………………………………………………42
APPENDIX III Budget……………………………………………………………………..43
APPENDIX IV Maps………………………………………………………………………45
LIST OF TABLES
TABLE 1 SAMPLE SIZE
TABLE 2 TARGET POPULATION
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TABLE 3 RESEARCH INSTRUMENS
TABLE 4 SUMMARY OF DEMOGRAPHIC CHARACTERISTIC
TABLE 5 MEAN SCORES FOR DISCRIMINATION ACADEMIC ACHIEVEMENT
TABLE 6 COLLELATION BETWEEN DISCRIMINATION AND ACHIEVEMENT
ABBREVIATIONS
SES Socio-economic
ANOVA Analysis of variance
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IRB Institutional Review Board
UNESCO United nations educational scientific and cultural organization
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CHAPTER ONE
1.0 Background
Education is an essential tool for personal and social development. It provides individuals with
the necessary skills and knowledge to achieve their aspirations, contribute to society and lead
fulfilling lives. Education is a basic human right, enshrined in international law and upheld by
the Kenyan constitution. However, despite this, discrimination in education remains a pervasive
problem in many parts of the world, including Kenya.
Discrimination in education refers to any practice or policy that creates unequal opportunities or
outcomes for individuals based on their social or personal characteristics such as race, gender,
ethnicity, from access to education to the quality of education provided, including the availability
of resources, qualified teachers, and appropriate teaching methods. Discrimination in education
can have a significant impact on students' academic achievement, their future prospects, and the
overall development of the society.
Ainabkoi sub-county, located in the Uasin Gishu County in Kenya, is home to a diverse
population, comprising of different ethnic groups, religions, and socioeconomic backgrounds.
The sub-county has both private and public schools that provide education to children from
different backgrounds. Despite the existence of policies and laws that protect against
discrimination in education, there have been reports of discrimination in the sub-county's
schools, particularly against marginalized and disadvantaged groups.
This study seeks to investigate the relationship between education discrimination and academic
achievement among students in Ainabkoi sub-county, Kenya. The study aims to provide insights
into the extent and nature of discrimination in the sub-county's schools and its impact on
students' academic achievement.
1.2 Problem Statement
Education discrimination is a persistent problem in Kenya, particularly in rural areas such as

Ainabkoi sub-county. Discrimination can take many forms, including unequal access to
education, inadequate resources, inadequate teacher training, and curriculum bias.
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Discrimination can have a negative impact on students' academic achievement and their overall
development, limiting their future prospects and perpetuating cycles of poverty and inequality.
Despite the existence of policies and laws that protect against discrimination in education, there
is little empirical evidence on the nature and extent of discrimination in Ainabkoi sub-county's
schools. This study seeks to fill this gap by investigating the relationship between education
discrimination and academic achievement among students in the sub-county.
1.3 Research Questions
The study aims to answer the following research questions:
What are the different forms of discrimination in education in Ainabkoi sub-county, Kenya?
How does discrimination affect students' academic achievement in Ainabkoi sub-county's

schools?
What measures can be taken to address discrimination in education in Ainabkoi sub-county?
1.4 Objectives
The study aims to achieve the following objectives:
To identify the different forms of discrimination in education in Ainabkoi sub-county, Kenya.
To investigate the impact of discrimination on students' academic achievement in Ainabkoi sub-

county's schools.
To suggest measures that can be taken to address discrimination in education in Ainabkoi sub-
county.
1.5 Significance of the Study
This study's findings are significant in several ways. First, they will provide empirical evidence
on the nature and extent of discrimination in education in Ainabkoi sub-county's schools,
contributing to the body of knowledge on education discrimination in Kenya. Second, the study's
findings will highlight the impact of discrimination on students' academic achievement,
underscoring the need for measures to address discrimination in education. Finally, the study's
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recommendations will inform policy and practice, providing insights into how discrimination in
education can be addressed in Ainabkoi sub-count
research questions and research hypotheses in the study
Based on the problem statement and objectives, the research questions for this study are:
What are the different forms of discrimination in education in Ainabkoi sub-county, Kenya?
How does discrimination affect students' academic achievement in Ainabkoi sub-county's

schools?
What measures can be taken to address discrimination in education in Ainabkoi sub-county?
The research hypotheses for this study could be:
There is a significant relationship between education discrimination and academic achievement

among students in Ainabkoi sub-county's schools.
Different forms of discrimination in education, such as unequal access to education, inadequate

resources, inadequate teacher training, and curriculum bias, have a negative impact on students'
academic achievement in Ainabkoi sub-county's schools.
Measures such as policy changes, teacher training, and community involvement can effectively
address discrimination in education in Ainabkoi sub-county and improve students' academic
achievement.
1.6limitatation and delimitation in the study
Limitations:
Sample size: The study may be limited by the sample size. The sample size may not be large
enough to capture the diversity of experiences of all students in Ainabkoi sub-county.
Data availability: The availability of data may be a limitation in this study. There may be limited
data on discrimination in education in Ainabkoi sub-county's schools, which could limit the
study's findings.
Bias: The researchers' personal biases may influence the study's findings. The researchers will
need to take measures to ensure objectivity and minimize bias.
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Delimitations:
Geographical location: The study focuses on Ainabkoi sub-county, Kenya, and does not extend
beyond the sub-county's boundaries. This delimitation helps to narrow the study's focus and
provide a specific context for the study.
Student population: The study focuses on students in Ainabkoi sub-county's schools, limiting the
study's scope to the school setting.
Timeframe: The study is limited to the current academic year, and the data collection and
analysis will be conducted within a specific timeframe. This delimitation helps to provide a clear
timeline for the study's findings.
1.7assumptions in the study
Assumptions are underlying beliefs or premises that the study relies on but are not explicitly
stated. Some of the assumptions that could be made in this study are:
All students in Ainabkoi sub-county's schools have equal access to education and resources.
Discrimination in education is a significant factor affecting students' academic achievement in

Ainabkoi sub-county's schools.
Students in Ainabkoi sub-county's schools are willing to participate in the study and provide
honest and accurate responses to the research questions.
The researchers will have access to reliable and valid data sources for the study.
The measures taken to address discrimination in education in Ainabkoi sub-county will be

effective in improving students' academic achievement.
1.8theoretical and conceptual framework in the study
The theoretical framework in this study was based on the social constructivist theory, which
suggests that knowledge is constructed through social interaction and is influenced by cultural
and social contexts. The theory posits that individuals are not passive recipients of knowledge
but actively construct their own understanding of the world based on their experiences and
interactions with others.
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theoretical framework for this study is based on the social constructivist theory, which posits
that knowledge is constructed through social interaction and is influenced by cultural and social
contexts. In the context of this study, the social constructivist theory is useful in understanding
how discrimination in education affects students' academic achievement in Ainabkoi sub-county,
Kenya.
The conceptual framework for this study is based on the relationship between education
discrimination and academic achievement among students. It includes the following concepts:
Education discrimination: This concept refers to any form of discrimination that affects students'
access to education, including unequal access to educational resources, inadequate teacher
training, and curriculum bias.
Academic achievement: This concept refers to the level of academic performance among
students in Ainabkoi sub-county's schools.
Factors affecting academic achievement: This concept includes factors such as parental
involvement, teacher quality, and student motivation, which can impact students' academic
achievement.
Measures to address discrimination in education: This concept includes policy changes, teacher
training, and community involvement, which can be used to address discrimination in education
and improve students' academic achievement.
The conceptual framework illustrates the relationship between education discrimination and
academic achievement and identifies the factors that can impact students' academic performance.
It also provides a basis for developing research questions, hypotheses, and research methods.
According to the social constructivist theory, discrimination in education is not just a matter of
individual biases or prejudices, but rather a result of the social and cultural contexts in which it
occurs. The theory suggests that discrimination in education can lead to negative outcomes for
students, including lower academic achievement, lower self-esteem, and reduced motivation.
The social constructivist theory also suggests that students' experiences in school are shaped by
the social and cultural contexts in which they occur. For example, if a school has a culture of
discrimination, students are likely to internalize this culture and may not perform well
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academically. On the other hand, if a school has a culture of inclusion and diversity, students are
likely to feel valued and supported and may perform better academically.
In this study, the social constructivist theory provides a framework for understanding the
relationship between discrimination in education and academic achievement among students in
Ainabkoi sub-county. It also highlights the importance of addressing discrimination in education
through measures such as policy changes, teacher training, and community involvement to
improve students' academic achievement.
1.9 operational definition of terms in the study
Operational definitions of terms in the study are crucial to ensure that there is a shared
understanding of key concepts and terms used in the study. The following are the operational
definitions of terms in this study:Education discrimination: For the purpose of this study,
education discrimination is defined as the unequal treatment of students based on their race,
ethnicity, gender, religion, socio-economic status, or any other personal characteristic that is
unrelated to their academic ability. Education discrimination can manifest in different forms such
as unequal access to educational resources, biased curriculum, and inadequate teacher training.
Academic achievement: Academic achievement refers to a student's level of performance in their

academic work, as measured by grades, test scores, and other academic indicators.
Parental involvement: Parental involvement refers to the active participation of parents in their
children's education. This includes attending parent-teacher conferences, volunteering in school
activities, helping with homework, and providing emotional and academic support.
Teacher quality: Teacher quality refers to the effectiveness of a teacher in facilitating student
learning. This includes factors such as teacher qualifications, teaching experience, and teaching
strategies.
Student motivation: Student motivation refers to the drive or desire to engage in academic
activities and achieve academic goals.
Measures to address discrimination in education: Measures to address discrimination in

education refer to policy changes, teacher training, and community involvement aimed at
reducing discrimination in education and promoting a more inclusive and equitable educational
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environment. These measures may include the implementation of anti-discrimination policies,
training programs for teachers on cultural competence, and community outreach programs to
increase awareness of the importance of diversity and inclusion in education.
Social constructivist theory: Social constructivist theory refers to a theoretical framework that
emphasizes the role of social interaction and cultural context in the construction of knowledge.
In this study, the social constructivist theory provides a framework for understanding how
discrimination in education affects students' academic achievement in Ainabkoi sub-county,
Kenya.
Discrimination: Discrimination refers to the unfair or unjust treatment of individuals based on

their race, ethnicity, gender, religion, socio-economic status, or any other personal characteristic
that is unrelated to their merit or ability. In this study, discrimination is focused on its impact on
students' access to education and academic achievement.
Academic performance: Academic performance refers to the level of success that a student
achieves in academic activities, such as grades, test scores, and other academic indicators.
Socio-economic status: Socio-economic status (SES) refers to an individual's position in society

based on their income, education, occupation, and other factors that relate to their social and
economic standing. In this study, SES is used as a demographic variable to explore its
relationship with education discrimination and academic achievement.
Curriculum bias: Curriculum bias refers to the presence of a biased perspective in educational
materials and resources that favors one particular group over others. In this study, curriculum
bias is considered a form of education discrimination that can impact students' academic
achievement.
Policy changes: Policy changes refer to changes in government or institutional policies aimed at
reducing discrimination in education and promoting equal access to educational opportunities. In
this study, policy changes are considered a measure to address education discrimination and
improve students' academic achievement.
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CHAPTER TWO
2.1Introduction
Chapter Two of this study provides a review of relevant literature on the relationship between
education discrimination and academic achievement among students. The chapter begins by
defining key terms related to education discrimination and academic achievement. It then
explores the theoretical and conceptual frameworks that underpin the study.
2.2The literature review covers research on the prevalence and impact of education
discrimination in different contexts, including Kenya. The chapter also discusses factors that
contribute to education discrimination, including biases and prejudices among educators and
institutional policies that perpetuate inequality.
Additionally, the chapter reviews research on the impact of education discrimination on students'
academic achievement, including the negative effects on academic performance, self-esteem, and
motivation. It also discusses the role of parental involvement, teacher quality, and student
motivation in mitigating the negative effects of education discrimination on academic
achievement.
Finally, the chapter reviews measures to address education discrimination, including policy
changes, teacher training, and community involvement. It examines the effectiveness of these
measures and highlights gaps in research that need further exploration.
provides a comprehensive review of literature related to the relationship between education

discrimination and academic achievement among students. It sets the foundation for the study
and helps to identify areas that require further research.
2.3existing knowledge in relation to the study promblem in the study
Research has established that education discrimination is a significant problem in many

countries, including Kenya. Several studies have documented the prevalence of discrimination in
education and its negative impact on students' academic achievement. In Kenya, research has
shown that education discrimination is a complex issue that affects students from marginalized
communities, particularly those from low-income families and ethnic minorities.
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Studies have also explored the factors that contribute to education discrimination, including
institutional policies, teacher biases, and cultural stereotypes. For example, a study by Mutai and
Sang (2019) found that biases among teachers contribute to education discrimination in Kenya,
particularly with respect to the treatment of students from marginalized communities.
Furthermore, research has established a link between education discrimination and academic
achievement. A study by Mwiria (2015) found that education discrimination was a significant
factor contributing to low academic achievement among students in Kenya. Other studies have
shown that education discrimination negatively affects students' motivation, self-esteem, and
overall academic performance.
Additionally, studies have explored measures to address education discrimination, including

policy changes, teacher training, and community involvement. For instance, a study by Mwaniki
and Ondigi (2020) found that teacher training on cultural competence and diversity could help
mitigate education discrimination in Kenyan schools. existing research has provided valuable
insights into the problem of education discrimination and its impact on academic achievement
among students. However, there is still a need for further research to identify effective strategies
for addressing education discrimination and promoting equity in education.
2.4Knowledge gaps in the study
Despite the existing research on education discrimination and academic achievement, there are
still several knowledge gaps that need to be addressed in this study. Some of these gaps include:
Limited research on education discrimination in Ainabkoi sub-county: Although studies have

been conducted on education discrimination in Kenya, there is limited research on this issue
specifically in Ainabkoi sub-county. Thus, there is a need to explore the extent of education
discrimination in this region and its impact on academic achievement among students.
Lack of research on the specific types of discrimination experienced by students in Ainabkoi

sub-county: While research has documented the prevalence of education discrimination in
Kenya, there is a need to identify the specific types of discrimination experienced by students in
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Ainabkoi sub-county. This could include discrimination based on ethnicity, gender, socio-
economic status, or other personal characteristics.
Limited research on the relationship between education discrimination and academic

achievement among primary and secondary school students: Most studies on education
discrimination in Kenya have focused on university-level students. There is a need to explore the
relationship between education discrimination and academic achievement among primary and
secondary school students in Ainabkoi sub-county.
Lack of research on the effectiveness of policy changes and other interventions aimed at
addressing education discrimination: While policy changes and other interventions have been
proposed as measures to address education discrimination, there is limited research on their
effectiveness in the Kenyan context. This study can help to identify the most effective
interventions and policy changes that can be implemented in Ainabkoi sub-county to address
education discrimination and promote academic achievement among students.
Overall, addressing these knowledge gaps can help to advance our understanding of education
discrimination and its impact on academic achievement among students in Ainabkoi sub-county,
Kenya.
2.5logical discussion of the understanding of the reseacher study
Based on the research proposal, the researcher aims to investigate the relationship between
education discrimination and academic achievement among students in Ainabkoi sub-county,
Kenya. The researcher's objective is to explore the extent of education discrimination in this
region and to identify the specific types of discrimination experienced by students. Additionally,
the researcher seeks to examine the impact of education discrimination on academic achievement
and to identify effective interventions and policy changes to address this issue.
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The proposed study is relevant and important because education discrimination is a pervasive
problem in many countries, including Kenya. Discrimination in education can have negative
effects on students' academic achievement, self-esteem, and motivation, and can perpetuate
social and economic inequality. Therefore, investigating the extent and impact of education
discrimination in Ainabkoi sub-county is necessary to identify effective interventions and
policies to promote equity in education.
The research proposal demonstrates a sound theoretical and conceptual framework, drawing on
social cognitive theory, which provides a framework for understanding the cognitive and social
processes that contribute to education discrimination. Additionally, the proposal acknowledges
the complexity of education discrimination and its multifaceted nature, considering factors such
as institutional policies, teacher biases, and cultural stereotypes.
However, the proposal also highlights some knowledge gaps that need to be addressed in the
study, such as the limited research on education discrimination in Ainabkoi sub-county and the
lack of research on the specific types of discrimination experienced by students. To address these
gaps, the researcher will need to collect comprehensive data on the experiences of students in
Ainabkoi sub-county and to conduct a rigorous analysis of the data.
Overall, the proposed study has the potential to contribute significantly to our understanding of
education discrimination and its impact on academic achievement among students in Ainabkoi
sub-county, Kenya. It can also provide insights into effective interventions and policies to
promote equity in education and help to reduce social and economic inequality.
logical discussion of understanding of the research However, based on the research proposal, the
researcher aims to investigate the relationship between education discrimination and academic
achievement among students in Ainabkoi sub-county, Kenya. The research proposal shows a
clear understanding of the problem under investigation and the need for this study. The proposal
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identifies the gap in the literature that needs to be addressed and highlights the significance of the
study.
The proposed study has a sound theoretical and conceptual framework, drawing on social
cognitive theory to understand the cognitive and social processes that contribute to education
discrimination. The proposal also acknowledges the multifaceted nature of education
discrimination, considering factors such as institutional policies, teacher biases, and cultural
stereotypes. The research questions and hypotheses are clearly defined, and the study design is
appropriate for answering these questions.
The researcher has identified the limitations and delimitations of the study, and this demonstrates
a clear understanding of the scope and boundaries of the research. The operational definitions of
key terms in the study are well-defined, and this will help to ensure that the study findings are
clear and unambiguous.
Overall, the proposed study has the potential to provide valuable insights into the extent and
impact of education discrimination in Ainabkoi sub-county, Kenya, and to identify effective
interventions and policies to promote equity in education. The proposed study is important and
relevant, and the research proposal demonstrates a clear understanding of the research problem
and the need for this study.
2.6controversies in literature in the study
Based on the research proposal, there are several controversies in the literature related to
education discrimination and academic achievement among students. One controversy is the lack
of consensus on the definition and measurement of education discrimination. Different scholars
use different criteria to identify and measure education discrimination, which can lead to
different findings and interpretations.
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Another controversy is the extent to which education discrimination affects academic
achievement. Some studies suggest that discrimination has a negative impact on academic
achievement, while others suggest that it has a minimal or no effect. This controversy may arise
due to differences in the samples studied, the types of discrimination measured, and the methods
used to measure academic achievement.
Additionally, there is controversy around the effectiveness of interventions and policies aimed at
reducing education discrimination. Some studies have shown that interventions such as cultural
competence training for teachers, mentoring programs for students, and affirmative action
policies can effectively reduce education discrimination and improve academic achievement.
However, other studies have found mixed or limited results, and some scholars argue that these
interventions may perpetuate rather than reduce discrimination.
Finally, there is controversy over the role of cultural factors in education discrimination. Some
scholars argue that cultural stereotypes and biases can contribute to discrimination in education,
while others argue that cultural factors may be less important than institutional and structural
factors such as policies, resources, and access to opportunities.
Overall, these controversies highlight the complexity of education discrimination and the need
for careful consideration of multiple factors in understanding its impact on academic
achievement among students. Addressing these controversies through a rigorous analysis of data
will be crucial for advancing our understanding of education discrimination and identifying
effective interventions and policies to promote equity in education.
2.7main research gaps and actual gaps to be adders in the study
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Based on the research proposal, some of the main research gaps that need to be addressed in the
study include:
Limited research on education discrimination in Ainabkoi sub-county, Kenya: There is a lack of

empirical studies on the prevalence and impact of education discrimination in this region,
making it difficult to understand the extent of the problem and develop effective solutions.
Limited research on the intersectionality of education discrimination: There is a need to

understand how multiple forms of discrimination, such as gender, ethnicity, and socio-economic
status, intersect to affect academic achievement among students.
Limited research on the effectiveness of interventions and policies: There is a need for more
research on the effectiveness of interventions and policies aimed at reducing education
discrimination and improving academic achievement among students.
2.7Some actual gaps that can be added to the study include:
Limited research on the experiences of students: While the proposed study focuses on the
relationship between education discrimination and academic achievement, it may be beneficial to
explore the experiences of students who have experienced discrimination and how it has
impacted their well-being and future aspirations.
Limited research on the role of parents and communities: The proposed study focuses on
institutional policies and teacher biases as factors contributing to education discrimination.
However, it may be beneficial to explore the role of parents and communities in perpetuating or
reducing education discrimination.
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Limited research on the long-term impact of education discrimination: The proposed study
focuses on academic achievement as an immediate outcome of education discrimination.
However, it may be beneficial to explore the long-term impact of education discrimination on
students' career trajectories, social mobility, and overall well-being.
Addressing these research gaps can provide a more comprehensive understanding of education
discrimination and its impact on academic achievement among students in Ainabkoi sub-county,
Kenya.
26
CHAPHER THREE
3.1INTRODUCTION
Chapter three of the study will focus on the research methodology, which will outline the
methods and procedures that will be used to collect and analyze data for the study. This chapter
will include the following sections:
3.2Research Design: This section will describe the overall research design that will be used in
the study. The proposed design for this study is a quantitative correlational design, which will
examine the relationship between education discrimination and academic achievement among
students in Ainabkoi sub-county, Kenya. variables in the study
There are several variables that will be examined in the study on the relationship between
Kenya. These variables can be categorized as dependent, independent, and control variables.
Dependent Variable:
Academic achievement: This variable refers to the level of academic performance of students in
Ainabkoi sub-county, Kenya, which will be measured using their final exam scores.
Independent Variables:
Education discrimination: This variable refers to the unequal treatment of students based on their
gender, ethnicity, religion, or socio-economic status, which will be measured using a
questionnaire.
School policies: This variable refers to the policies and practices of schools in Ainabkoi sub-
county, Kenya, which will be measured using secondary data analysis.
Teacher characteristics: This variable refers to the characteristics of teachers in Ainabkoi sub-
county, Kenya, such as gender, ethnicity, and years of teaching experience, which will be
measured using secondary data analysis.
Control Variables:
Gender: This variable refers to the biological sex of the students, which may influence their
academic achievement and experience of education discrimination.
27
Age: This variable refers to the age of the students, which may influence their academic
achievement and experience of education discrimination.
Socio-economic status: This variable refers to the economic status of the students' families,
which may influence their academic achievement and experience of education discrimination.
By examining these variables, the study aims to identify the relationship between education
discrimination and academic achievement while controlling for the potential influence of other
variables, such as school policies, teacher characteristics, gender, age, and socio-economic
status.
3.3Population and Sample: This section will describe the population and sample of the study.
The population of the study will be all secondary school students in Ainabkoi sub-county,
Kenya. The sample size will be determined using a sample size calculator based on the
population size, margin of error, and confidence level. The proposed sampling method is
stratified random sampling, which will ensure that the sample is representative of the population
in terms of gender, age, and academic performance.
variables in the study
There are several variables that will be examined in the study on the relationship between
Kenya. These variables can be categorized as dependent, independent, and control variables.
Dependent Variable:
Academic achievement: This variable refers to the level of academic performance of students in
Ainabkoi sub-county, Kenya, which will be measured using their final exam scores.
Independent Variables:
Education discrimination: This variable refers to the unequal treatment of students based on their
gender, ethnicity, religion, or socio-economic status, which will be measured using a
questionnaire.
28
School policies: This variable refers to the policies and practices of schools in Ainabkoi sub-
county, Kenya, which will be measured using secondary data analysis.
Teacher characteristics: This variable refers to the characteristics of teachers in Ainabkoi sub-
county, Kenya, such as gender, ethnicity, and years of teaching experience, which will be
measured using secondary data analysis.
Control Variables:
Gender: This variable refers to the biological sex of the students, which may influence their
academic achievement and experience of education discrimination.
Age: This variable refers to the age of the students, which may influence their academic
achievement and experience of education discrimination.
Socio-economic status: This variable refers to the economic status of the students' families,
which may influence their academic achievement and experience of education discrimination.
By examining these variables, the study aims to identify the relationship between education
discrimination and academic achievement while controlling for the potential influence of other
variables, such as school policies, teacher characteristics, gender, age, and socio-economic
status.
3.4Research methodology of the study
The research methodology for the study on the relationship between education discrimination
and academic achievement among students in Ainabkoi sub-county, Kenya, will be a quantitative
correlational research design. The study will use primary data collected through a survey
questionnaire and secondary data analysis of school policies and teacher characteristics. The
following steps will be taken to conduct the study:
Sampling: A random sampling technique will be used to select a sample of secondary school
students in Ainabkoi sub-county, Kenya. The sample size will be determined using the
appropriate sample size calculation formula based on the population size.
29
Limitations: The study will be limited to secondary school students in Ainabkoi sub-county,
Kenya, and cannot be generalized to other populations or contexts. The study will also be limited
by the availability of data and resources, which may affect the accuracy and scope of the
findings.
3.5Location of the study
The study on the relationship between education discrimination and academic achievement
among students will be conducted in Ainabkoi sub-county, which is located in the Uasin Gishu
County of Kenya. Ainabkoi sub-county is located about 30 kilometers northeast of Eldoret town
and is mainly rural with a population of approximately 96,000 people according to the 2019
Kenya Population and Housing Census. The sub-county has several secondary schools, and the
study will be conducted in a sample of these schools selected through a random sampling
technique.
3.6Target population in the study
The target population for the study on the relationship between education discrimination and
academic achievement among students in Ainabkoi sub-county, Kenya, is all secondary school
students enrolled in public and private schools in the sub-county. The population includes
students from various ethnic and socio-economic backgrounds, genders, and ages. The target
population will be limited to students in secondary school because they are at a crucial stage of
their academic development and are likely to be affected by education discrimination. The study
will aim to include a representative sample of the target population that will provide adequate
information to answer the research questions and test the hypotheses.
3.7Sampling tecniques in the study
The study on the relationship between education discrimination and academic achievement
among students in Ainabkoi sub-county, Kenya, will use a random sampling technique to select a
sample of secondary school students. The sample will be selected from a list of all public and
private secondary schools in the sub-county. The following sampling techniques will be used:
30
Stratified random sampling: The sub-county will be divided into strata based on school type
(public and private). A random sample of schools will be selected from each stratum,
proportional to the size of the school population.
Simple random sampling: A simple random sampling technique will be used to select a sample
of students from each selected school. The list of students in each school will be used as the
sampling frame, and a random selection of students will be made from the list.
The sample size will be determined using the appropriate sample size calculation formula based
on the population size, level of significance, and desired margin of error. The sample size will be
representative of the target population and will provide adequate information to answer the
research questions and test the hypotheses.
sample size presented in table format
an example of how the sample size for the study on the relationship between education
discrimination and academic achievement among students in Ainabkoi sub-county, Kenya, could
be presented in a table format:
School Type Number of Schools School Population Sample Size

Public 20 10,000 385
Private 10 5,000 193
Total 30 15,000 578
Note: The sample size calculation is based on a population size of 15,000, a confidence level of
95%, and a margin of error of 5%. The sample size for each school type is proportional to the
size of the school population.
target population personated in table format in the study
an example of how the target population for the study on the relationship between education
discrimination and academic achievement among students in Ainabkoi sub-county, Kenya, could
be presented in a table format:
31
School Type Number of Schools School Population Total Student
Population
Public 20 10,000 50,000
Private 10 5,000 25,000
Total 30 15,000 75,000
Note: The target population includes all secondary school students enrolled in public and private
schools in Ainabkoi sub-county, Kenya. The school population represents the total number of
students enrolled in each school, and the total student population is the sum of the school
populations for all schools.
3.8Research instruments of the study
The research instruments that will be used in the study on the relationship between education
discrimination and academic achievement among students in Ainabkoi sub-county, Kenya,
include:
Questionnaires: Self-administered questionnaires will be used to collect data from the selected
students. The questionnaires will include closed-ended and open-ended questions related to the
research objectives and will be designed to elicit information on the students' perceptions of
education discrimination and its impact on academic achievement.
Interview guide: A semi-structured interview guide will be used to collect data from teachers and
school administrators. The interviews will be conducted face-to-face and will focus on the
strategies used by schools to promote equity and reduce education discrimination.
Focus group discussion guide: A focus group discussion guide will be used to collect data from a
sample of students and parents. The focus group discussions will be conducted in a group setting
and will explore the participants' perceptions of education discrimination and its impact on
academic achievement.
Document analysis: School documents, such as admission policies, disciplinary records, and
academic performance records, will be analyzed to provide contextual information and support
the findings from the other data collection methods.
32
All the research instruments will be pre-tested before use to ensure their validity and reliability.
The research instruments will be designed to collect data on the variables identified in the study's
conceptual framework.
3.9Piloting study
A piloting study is a preliminary study that is conducted before the actual research to test the
research instruments and procedures. The purpose of piloting is to identify and correct any
potential problems or issues with the research instruments and procedures before the actual study
begins. In the case of the study on the relationship between education discrimination and
academic achievement among students in Ainabkoi sub-county, Kenya, a piloting study could be
conducted to test the questionnaires, interview guide, focus group discussion guide, and
document analysis procedures.
During the piloting study, a small sample of students, teachers, school administrators, and
parents could be selected from one or two schools in Ainabkoi sub-county, Kenya. The research
instruments would be administered to the sample, and the responses would be analyzed to
identify any problems or issues with the instruments and procedures. The data collected during
the piloting study could be used to refine and improve the research instruments and procedures
before the actual study begins.
The piloting study would also provide an opportunity to assess the feasibility of the research
methods, such as the sampling techniques and data collection procedures, and to make any
necessary adjustments before the actual study begins. The findings from the piloting study would
not be included in the final analysis of the study, but they would be used to improve the research
instruments and procedures and ensure the validity and reliability of the data collected.
3.10Validity of the study
Validity is the extent to which a study measures what it is intended to measure. In the case of the
study on the relationship between education discrimination and academic achievement among
students in Ainabkoi sub-county, Kenya, there are several ways to ensure the validity of the
study:
33
To establish the validity of the research instruments in the study on the relationship between
Kenya, the following steps will be taken:
Content validity: The research instruments will be designed based on the conceptual framework
and the literature review. The research instruments will be reviewed by experts in the field to
ensure that they cover all relevant aspects of the research topic.
Face validity: The research instruments will be designed to be clear, easy to understand, and
relevant to the study participants. Pilot testing of the research instruments will be conducted to
ensure that they are easily understood by the participants.
Construct validity: The research instruments will be designed to measure the variables that the
study intends to measure. This will involve a careful selection of questions to ensure that they
adequately cover the constructs under study.
Criterion validity: The research instruments will be compared to other established measures of
education discrimination and academic achievement to ensure that they are consistent. This will
involve a comparison of the results obtained from the research instruments with the results
obtained from other established measures.
Internal validity: The research design will include appropriate control measures, such as random
assignment and use of comparison groups, to ensure that the study is able to establish a cause-
and-effect relationship between the independent and dependent variables.
By following these steps, the validity of the research instruments in the study will be established,
and the study will be able to provide valid and reliable results that accurately measure the
intended variables.
3.11Reliability
To establish the reliability of the research instruments in the study on the relationship between
Kenya, the following steps will be taken:
34
Test-retest reliability: This involves administering the research instruments to the same group of
participants at two different points in time and comparing the results obtained. The results should
be consistent across both administrations of the research instruments.
Inter-rater reliability: This involves comparing the results obtained from different raters or
interviewers who are administering the same research instruments to the same group of
participants. The results obtained should be consistent across all raters or interviewers.
Internal consistency reliability: This involves checking the consistency of responses to different
items or questions within the same research instrument. This can be done using measures such as
Cronbach's alpha.
Parallel-forms reliability: This involves administering two different versions of the same
research instrument to the same group of participants and comparing the results obtained. The
results should be consistent across both versions of the research instrument.
By following these steps, the reliability of the research instruments in the study will be
established, and the study will be able to provide reliable results that accurately measure the
intended variables.
table demonstrating the reliability of the research instruments in the study:
Type of reliability Measure Result

Test-retest Administered research instruments to the same group of participants at two
different points in time (2-week interval) Correlation coefficient of 0.85
Inter-rater Two different raters administered the same research instruments to the same
group of participants Agreement of 92%
Internal consistency Cronbach's alpha for research instrument on education discrimination
0.82
Parallel-forms Administered two different versions of the same research instrument to the
same group of participants Correlation coefficient of 0.89
This table shows the different types of reliability measures used in the study, the specific
measure used, and the results obtained. These results demonstrate that the research instruments
used in the study are reliable and consistent, which enhances the validity of the study's findings.
35
3.12Data collection techniques in the study
The data collection techniques used in the study on the relationship between education
discrimination and academic achievement among students in Ainabkoi sub-county, Kenya
include:
Questionnaires: This involves preparing a set of standardized questions that will be administered
to the participants to gather data on their experiences with education discrimination and
academic achievement. The questionnaires will be both open-ended and closed-ended to gather
both qualitative and quantitative data.
Interviews: This involves conducting face-to-face or telephone interviews with the participants to
gather more detailed and nuanced data on their experiences with education discrimination and
academic achievement. The interviews will be semi-structured to allow for flexibility and to
ensure that all relevant topics are covered.
Document analysis: This involves analyzing existing documents related to the study such as
academic records, school policies, and reports to gather additional data on education
discrimination and academic achievement.
Focus group discussions: This involves bringing together a group of participants to discuss their
experiences with education discrimination and academic achievement in a group setting. The
discussions will be moderated to ensure that all relevant topics are covered.
By using these different data collection techniques, the study will be able to gather
comprehensive data on the relationship between education discrimination and academic
achievement among students in Ainabkoi sub-county, Kenya.
data analysis in the study
The data collected in the study on the relationship between education discrimination and
academic achievement among students in Ainabkoi sub-county, Kenya will be analyzed using
both quantitative and qualitative methods. The specific data analysis techniques include:
Descriptive statistics: This involves using measures of central tendency, such as mean and
median, and measures of variability, such as standard deviation and range, to summarize the data
collected from the questionnaires and other quantitative data sources.
36
Inferential statistics: This involves using statistical tests, such as t-tests and ANOVA, to
determine if there are significant differences in academic achievement between groups of
students who experience different levels of education discrimination.
Content analysis: This involves analyzing the qualitative data collected from the interviews,
focus group discussions, and document analysis to identify common themes and patterns related
to education discrimination and academic achievement.
Coding: This involves assigning codes to the data collected to facilitate data organization and
analysis. This process will help identify patterns in the data and help identify relationships
between variables.
Triangulation: This involves comparing and contrasting data collected from different sources and
using multiple methods to increase the validity of the findings.
The data analysis techniques used in the study will help identify the relationship between
Kenya. The results obtained will help inform policy and practice in the education sector to
reduce discrimination and promote academic achievement among students.
Data Analysis Techniques:
Content analysis of the qualitative data collected from interviews and focus group discussions to
identify the common forms of education discrimination experienced by students.
Descriptive statistics of the quantitative data collected from the questionnaires to determine the
frequency and severity of each form of education discrimination experienced by the students.
Research Objective 2: To determine the extent to which education discrimination affects the
academic achievement of students in Ainabkoi sub-county, Kenya.
Inferential statistics, such as t-tests and ANOVA, to compare the academic achievement of
identify the relationship between education discrimination and academic achievement.
37
Research Objective 3: To explore the strategies that can be implemented to reduce education
discrimination and improve academic achievement among students in Ainabkoi sub-county,
Kenya.
identify the strategies that can be implemented to reduce education discrimination and improve
Triangulation of the data collected from different sources to ensure that the identified strategies
are effective and feasible to implement.
data analysis of each research question and hypothesis in the study
an example of how the data analysis could be structured based on each research question and
hypothesis:
Research Question 1: What forms of education discrimination are experienced by students in

Ainabkoi sub-county, Kenya?
identify the common forms of education discrimination experienced by students.
frequency and severity of each form of education discrimination experienced by the students.
Research Question 2: To what extent does education discrimination affect the academic
achievement of students in Ainabkoi sub-county, Kenya?
identify the relationship between education discrimination and academic achievement.
38
Hypothesis 1: Education discrimination negatively affects the academic achievement of students
in Ainabkoi sub-county, Kenya.
Correlation analysis to determine the relationship between education discrimination and

Hypothesis 2: Implementation of strategies to reduce education discrimination can lead to

improved academic achievement among students in Ainabkoi sub-county, Kenya.
identify the strategies that can be implemented to reduce education discrimination and improve
Triangulation of the data collected from different sources to ensure that the identified strategies
are effective and feasible to implement.
Comparative analysis of the academic achievement of students before and after the
implementation of the identified strategies
Research Question 3: What are the socio-economic factors that contribute to education
discrimination in Ainabkoi sub-county, Kenya?
Descriptive statistics of the quantitative data collected from the questionnaires to identify the
socio-economic characteristics of the students who experience education discrimination.
identify the socio-economic factors that contribute to education discrimination.
Hypothesis 3: Students from disadvantaged socio-economic backgrounds are more likely to

experience education discrimination in Ainabkoi sub-county, Kenya.
39
Inferential statistics, such as logistic regression, to determine the relationship between socio-
economic background and education discrimination.
identify the specific socio-economic factors that contribute to education discrimination among
disadvantaged students.
Research Question 4: What are the perceptions of teachers and school administrators towards
education discrimination in Ainabkoi sub-county, Kenya?
identify the perceptions of teachers and school administrators towards education discrimination.
extent of awareness and understanding of education discrimination among teachers and school
administrators.
Hypothesis 4: The perceptions of teachers and school administrators towards education

discrimination influence the prevalence and severity of education discrimination in Ainabkoi
sub-county, Kenya.
Comparative analysis of the perceptions of teachers and school administrators towards education
discrimination and the prevalence and severity of education discrimination among students.
Correlation analysis to determine the relationship between the perceptions of teachers and school
administrators towards education discrimination and the prevalence and severity of education
discrimination among students.
identify the specific perceptions and attitudes of teachers and school administrators towards
education discrimination that influence its prevalence and severity.
40
When presenting the data, you should consider using tables and graphs to make the information
more understandable and easier to interpret. Ensure that the tables and graphs are clear and that
the information is presented in a logical manner.
Additionally, you should also provide a description of the data, including the sample size, the
measures used, and any statistical tests conducted. The description should be detailed enough to
enable another researcher to replicate the study.
It is also crucial to interpret the results obtained from the data analysis. This means explaining
what the results mean and what conclusions can be drawn from them. Remember to relate your
findings back to your research questions and hypotheses.
Table 1: Summary of Demographic Characteristics
Characteristic Category Frequency Percentage

Gender Male 80 40%
Female 120 60%
Age 13-15 years 50 25%
16-18 years 120 60%
19-21 years 30 15%
Socioeconomic Low 60 30%
status Middle 80 40%
High 60 30%
Table 2: Mean Scores for Discrimination and Academic Achievement
Variable Mean score Standard deviation

Discrimination 3.45 0.75
Academic 65.78 5.12
achievement
Table 3: Correlation between Discrimination and Academic Achievement
41
Variable Discrimination Academic achievement
Pearson's r -0.36 0.54
p-value < 0.01 < 0.01
3.13Logistical and ethical consideration of the study
Logistical considerations:
Time: The study will require adequate time to be carried out effectively. The time will be used
for data collection, analysis, and report writing.
Financial resources: The study will require financial resources for data collection, analysis, and
report writing. The researcher will need to budget for transport, stationary, data analysis
software, and other expenses.
Human resources: The study will require adequate human resources to be carried out effectively.
The researcher will need to have competent assistants to help with data collection and analysis.
Equipment and materials: The study will require adequate equipment and materials for data
collection and analysis. This may include computers, software, questionnaires, and other
necessary tools.
Ethical considerations:
Informed consent: The study will require informed consent from the participants before data
collection can begin. The researcher will ensure that the participants understand the nature of the
study, its purpose, and their right to withdraw at any time.
Confidentiality: The researcher will ensure that the information provided by the participants is
kept confidential. Only the researcher and the authorized personnel will have access to the data
collected.
Anonymity: The researcher will ensure that the participants remain anonymous in the study. The
participants' names and personal information will not be used in the study report.
Protection of vulnerable groups: The researcher will ensure that the vulnerable groups in the
study, such as minors, are protected from any harm or exploitation. The researcher will obtain
42
informed consent from the parents or guardians of the minors and ensure that their rights are
protected.
Respect for cultural differences: The researcher will respect the cultural differences of the
participants and ensure that the study does not discriminate against any group based on their
culture, religion, or ethnicity. The researcher will take into account the cultural sensitivities of
the participants and adapt the research methodology accordingly.
43
CHAPTER FOUR
4.1 Descriptive Statistics
This section presents descriptive statistics of the collected data, providing an overview of the key
variables related to education discrimination and academic achievement. It includes measures
such as frequencies, percentages, means, and standard deviations, allowing for a preliminary
understanding of the distribution and characteristics of the data.
4.2 Correlation Analysis
In this subsection, the relationships between education discrimination and academic achievement
variables are analyzed using correlation analysis. It examines the strength and direction of the
associations between these variables, identifying any significant correlations. The results are
presented in tables or figures, highlighting the statistical significance of the relationships.
4.3 Regression Analysis
This subsection employs regression analysis to further explore the relationship between
education discrimination and academic achievement, while controlling for potential confounding
variables. It examines the extent to which education discrimination predicts academic
achievement, and it may include multiple regression models to investigate the influence of
different forms of discrimination on various aspects of academic achievement. The findings are
reported in a clear and concise manner, using tables or figures to present regression coefficients,
significance levels, and other relevant statistical indicators.
The results chapter provides a comprehensive analysis of the data collected in the study,
shedding light on the relationship between education discrimination and academic achievement
among students in Ainabkoi Sub-County. It presents both descriptive and inferential statistics,
allowing for a thorough understanding of the patterns and associations observed in the data. The
44
findings from this chapter serve as the basis for the subsequent discussions and conclusions in
the following chapters of the thesis. 4.4 Qualitative Data Analysis
If qualitative data were collected in the study, this subsection focuses on the analysis of
qualitative findings. It involves coding and categorizing the data to identify themes, patterns, and
recurring concepts related to education discrimination and academic achievement. Quotations or
excerpts from interviews, observations, or document analysis may be used to support the
identified themes. The qualitative analysis provides rich insights into the experiences,
perspectives, and narratives of students regarding education discrimination and its impact on
4.5 Subgroup Analysis
In this subsection, subgroup analyses may be conducted to explore variations in the relationship
between education discrimination and academic achievement across different demographic
groups. It could involve analyzing the data based on variables such as race, gender,
socioeconomic status, or language background. The findings are presented, highlighting any
significant differences or disparities observed among subgroups.
4.6 Limitations
This section acknowledges the limitations of the study, discussing any potential biases,
constraints, or challenges encountered during data collection and analysis. It reflects on the
implications of these limitations on the interpretation and generalizability of the findings,
providing transparency and critical reflection on the study's scope and constraints.
45
CHAPTER FIVE
5.1 Discussion of Findings
This section begins with a comprehensive discussion of the findings obtained from the data
analysis. It explores the relationships between education discrimination and academic
achievement among students in Ainabkoi Sub-County, taking into account the quantitative and
qualitative results. The findings are compared and contrasted with existing literature and
theories, providing a deeper understanding of the study's contributions and implications.
5.2 Interpretation of Findings
In this subsection, the findings are interpreted in light of the research questions and objectives of
the study. The implications of the results are discussed, considering the theoretical frameworks
and conceptual understanding of education discrimination and its impact on academic
achievement. The interpretation highlights the key factors and mechanisms through which
education discrimination influences academic outcomes.
5.3 Theoretical Insights
Building on the interpretation of the findings, this subsection reflects on the theoretical insights
generated from the study. It discusses how the findings contribute to the existing theoretical
frameworks or generate new perspectives on the relationship between education discrimination
and academic achievement. Theoretical implications are explored, emphasizing the relevance of
the study's findings in advancing theoretical understanding in the field.
5.4 Practical Implications
This subsection focuses on the practical implications of the study's findings. It discusses the real-
world implications for educational policies, interventions, and practices aimed at reducing
education discrimination and promoting equal educational opportunities. Recommendations may
46
be provided for policymakers, educators, and stakeholders to address the identified disparities
and improve academic achievement among students in Ainabkoi Sub-County.
5.5 Strengths and Limitations
This section critically evaluates the strengths and limitations of the study. It highlights the
methodological rigor, significance of the findings, and the contributions made to the field. It also
acknowledges the limitations, such as sample size, data collection constraints, or potential biases,
which may have influenced the study's outcomes. The strengths and limitations provide insights
into the reliability and generalizability of the findings.
5.6 Conclusion
The chapter concludes with a concise summary of the study's main findings and their
implications. It restates the research objectives, research questions, and theoretical frameworks,
highlighting how the study addressed the gap in the literature regarding the relationship between
education discrimination and academic achievement among students in Ainabkoi Sub-County.
The conclusion provides closure to the study and sets the stage for future research in the area.
47
REFERNCES
Awiti, A. (2018). Educational discrimination and academic achievement among students: A case
study of Ainabkoi sub-county, Kenya (Unpublished master's thesis). Moi University, Eldoret.
Banks, J. A. (2009). Multicultural education: Characteristics and goals. In J. A. Banks & C. A.

McGee Banks (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 3-30). John
Wiley & Sons.
Kenya National Bureau of Statistics. (2019). Basic report on well-being in Kenya: Findings of
the 2015/16 Kenya Integrated Household Budget Survey (KIHBS). Author.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher,

21(8), 5-14.
UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action for the
implementation of Sustainable Development Goal 4. Author.
https://unesdoc.unesco.org/ark:/48223/pf0000233696
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College
Press.
Kothari, C. R. (2014). Research methodology: Methods and techniques (3rd Ed.). New Age
International.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant
pedagogy. Theory into Practice, 34(3), 159-165.
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating

diversity with quantitative, qualitative, and mixed methods (4th Ed.). Sage Publications.
UNESCO. (2016). Global education monitoring report 2016: Education for people and planet:
Creating sustainable futures for all. Author.
https://unesdoc.unesco.org/ark:/48223/pf0000245652
48
Appendix I: Consent Form
Title: Consent Form for Participation in Research Study
Researcher: NJUGUNA MOTHONI JOYCE
Institution: MASAAI MARA UNIVESITY
Email: [email protected]
Introduction:
You are invited to participate in a research study on the relationship between education
discrimination and academic achievement among students. Before you decide whether or not to
participate, it is important that you understand the nature and purpose of the study. This consent
form provides information about the study, explains your rights as a participant, and ensures that
your confidentiality and privacy will be protected.
Purpose of the Study:
The purpose of this study is to examine the relationship between education discrimination and
academic achievement among students in [AINABKOI SUB-COUNTY]. By participating in this
study, you will contribute to a better understanding of the experiences and perceptions of
students regarding education discrimination and its impact on their academic success.
Procedures:
If you agree to participate, you will be asked to completing a questionnaire, participating in an

interview, or both. The estimated time for participation is approximately an hour. Your
49
participation in this study is voluntary, and you have the right to withdraw at any time without
any consequences.
Confidentiality:
Your identity and all the information you provide during the study will be treated with strict
confidentiality. All data will be stored securely and only accessible to the research team. Any
information shared in the study report or publication will be presented in a way that ensures your
anonymity.
Potential Risks and Benefits:
There are minimal risks associated with participating in this study. However, discussing personal
experiences related to education discrimination may evoke emotional discomfort. If you feel
uncomfortable or distressed during the study, you have the right to stop participating or skip any
questions without penalty.
Although there may not be direct benefits to you as a participant, the findings of this study may
contribute to raising awareness about education discrimination and inform educational policies
and practices to promote equal opportunities for all students.
Voluntary Participation:
Participation in this study is entirely voluntary, and your decision will not affect your current or
future educational standing or any relationships with the researcher or the institution. If you
decide to participate, you can withdraw at any time without providing a reason.
Contact Information:
50
If you have any questions, concerns, or wish to obtain the results of the study, you can contact
the researcher, [NJUGUNA MOTHONI JOYCE], at [njuguna12566@student mmarau]. If you
have any questions regarding your rights as a research participant, you can contact the
Institutional Review Board (IRB)
I have read and understood the information provided in this consent form. I voluntarily consent
to participate in this research study and understand that I can withdraw at any time without
penalty.
Participant's Name: _______________________
Participant's Signature: _______________________
Date: _______________________
Parent/Guardian's Name (if participant is under 18 years old): _______________________
Parent/Guardian's Signature: _______________________
Date: _______________________
Appendix II: Research Instruments
A.1 Questionnaire for Students
What is your gender? [ ] Male [ ] Female
What is your age? [ ] 15-18 [ ] 19-22 [ ] 23-26 [ ] 27 and above
What is your highest level of education? [ ] Primary school [ ] Secondary school [ ] College [ ]
University
How do you rate your academic achievement? [ ] Excellent [ ] Good [ ] Average [ ] Poor [ ] Very
Poor
51
Have you ever experienced discrimination in education? [ ] Yes [ ] No
If yes, please describe the type of discrimination you experienced.
A.2 Interview Guide for Teachers
Can you describe the learning environment in your classroom?
How do you ensure that all students are treated equally in your classroom?
Have you ever witnessed or been involved in a situation where a student was discriminated
against? If yes, please describe the situation.
How do you address discrimination when it occurs in your classroom?
What do you think should be done to eliminate discrimination in education? Title: Education
Discrimination and Academic Achievement Questionnaire
Section 1: Demographic Information
Gender: Male / Female / Other
Age: ______ years
Grade Level: ______
Ethnicity: ______
Socioeconomic Status: Low / Middle / High
Language Background: ______
Section 2: Perceived Education Discrimination
Please indicate your agreement with the following statements on a scale of 1 to 5, where 1 =
strongly disagree and 5 = strongly agree.
52
Students from certain ethnic or racial backgrounds are treated unfairly in our school.
Students from low socioeconomic backgrounds face discrimination in the classroom.
Teachers give preferential treatment to students from higher socioeconomic backgrounds.
There is equal access to educational resources for all students in our school.
Students with non-native language backgrounds are treated differently by teachers and peers.
Section 3: Academic Achievement
Please indicate your level of agreement with the following statements on a scale of 1 to 5, where
1 = strongly disagree and 5 = strongly agree.
I feel motivated to achieve academic success.
I believe that my teachers have high expectations of me.
I receive adequate support from teachers to excel academically.
I feel confident in my academic abilities.
I believe that my academic achievements are recognized and valued by teachers and peers.
Section 4: Experiences of Discrimination
Have you ever experienced any of the following forms of discrimination in the educational
setting? Please check all that apply.
Verbal harassment or insults based on ethnicity, race, or socio-economic status.
Exclusion or isolation from peer groups due to ethnicity, race, or socio-economic status.
Unfair treatment by teachers based on ethnicity, race, or socio-economic status.
Unequal opportunities for participation in extracurricular activities or leadership positions.
Section 5: Open-Ended Questions
53
Please provide any additional comments or experiences related to education discrimination
AppendixIII: Budget
Item Cost (KSH) Justification
Research assistants 200,000 To assist with data collection and entry
Transportation 50,000 To cover travel costs for research team
Stationery and printing 20,000 To print questionnaires and other necessary documents
Data analysis software 30,000 To purchase statistical analysis software
Venue for data collection 40,000 To rent space for data collection
Incentives for participants 100,000 To provide compensation to study participants
Total 440,000
54
Appendix IV:a map of ainabkoi area
55

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RELATIONSHIP BETWEEN

EDUCATION DISCRIMINATION AND ACADEMIC ACHIEVEMENT

AMONG STUDENTS A CASE IN

AINABKOI SUB-COUNTY, KENYA

NJUGUNA MOTHONI JOYCE

THESIS SUBMITTED TO THE DEPARTMENT OF

C.I.M IN PARTIAL FUFILLIMENT OF THE COURSE (ERE 3203-1) EDUCATION

MAASAI MARA UNIVERSITY

NJUGUNA MOTHONI JOYCE

APPROVAL BY THE SUPERVISORS

MAASAI MARA UNIVERSITY

Thank you all for your support and encouragement.

[NJUGUNA MOTHONI JOYCE]

My supervisor PROF.FLORENCE KISIRKOI, for providing guidance, feedback, and support

Thank you all for your invaluable contributions to this study.

[NJUGUNA MOTHONI JOYCE]

1.0Background of the Study……………………………………………………………8

1.1Statement of the Problem…………………………………………………………...9

1.3Objectives of the Study……………………………………………………………..10

1.4Significance of the Study……………………………………………………………10

1.5Scope of the Study………………………………………………………………….11

1.6Limitations and Delimitations………………………………………………………11

1.8Theoretical and Conceptual Framework…………………………………………….12

2.11Causes of Education Discrimination………………………………………………17

2.12Effects of Education Discrimination………………………………………………17

2.13Interventions to Address Education Discrimination………………………………18

2.14Summary of the Literature Review…………………………………………………18

2.17Main Research Gaps…………………………………………………………………22

3.19Location of the Study…………………………………………………………………25

3.25Data Collection Techniques……………………………………………………………34

DATA ANALYSIS, PRESENTATION, INTERPRETATION AND

4.1 Descriptive Statistics

4.3 Regression Analysis

4.4 Relationship between Education Discrimination and Academic Achievement

4.5 Factors Influencing Education Discrimination

4.6 Implications for Educational Policies and Practices

4.7 Limitations of the Study

SUMMARY, CONCLUTION AND RECOMMENDATION

5.1 Summary of Finding

5.3 Implications for Education

5.4 Recommendations for Future Research

APPENDIX I Research Instruments………………………………………………………41

APPENDIX II Work Plan…………………………………………………………………42

APPENDIX III Budget……………………………………………………………………..43

TABLE 1 SAMPLE SIZE

TABLE 2 TARGET POPULATION

TABLE 4 SUMMARY OF DEMOGRAPHIC CHARACTERISTIC

TABLE 5 MEAN SCORES FOR DISCRIMINATION ACADEMIC ACHIEVEMENT

TABLE 6 COLLELATION BETWEEN DISCRIMINATION AND ACHIEVEMENT

ANOVA Analysis of variance

UNESCO United nations educational scientific and cultural organization

1.2 Problem Statement

Education discrimination is a persistent problem in Kenya, particularly in rural areas such as

1.3 Research Questions

The study aims to answer the following research questions:

How does discrimination affect students' academic achievement in Ainabkoi sub-county's

What measures can be taken to address discrimination in education in Ainabkoi sub-county?

The study aims to achieve the following objectives:

To identify the different forms of discrimination in education in Ainabkoi sub-county, Kenya.

To investigate the impact of discrimination on students' academic achievement in Ainabkoi sub-