The Landscape of Mobile Banking Channels: Exploring Their Diverse Characteristics

Government sponsorship programmes have become an important policy intervention to improve access to secondary education for learners from economically disadvantaged households in Kenya. Despite the expansion of bursary schemes, concerns remain regarding their effectiveness in improving students' academic performance. This study examined the influence of government sponsorship on the academic performance of students in public secondary schools in Lugari Sub-County, Kakamega County, Kenya. The study employed a mixed-methods research design, combining quantitative and qualitative approaches to provide a comprehensive understanding of the relationship between sponsorship and academic achievement. A sample of 376 respondents comprising sponsored students, class teachers, and parents was selected using purposive sampling. Data were collected using structured questionnaires and interview schedules. Quantitative data were analysed using descriptive statistics, Pearson correlation analysis, and multiple regression analysis with the aid of the Statistical Package for the Social Sciences (SPSS), while qualitative data were analysed thematically. The findings revealed that government sponsorship had a statistically significant positive influence on students' academic performance. Pearson correlation analysis demonstrated a strong positive relationship between government sponsorship and academic performance (r = 0.818, p < .001). Qualitative findings further showed that bursary support reduced financial constraints, improved school attendance, enhanced access to learning materials, and enabled learners to concentrate on their studies. The study concludes that government sponsorship contributes significantly to improved educational outcomes by reducing financial barriers that hinder academic success. The study recommends increasing bursary allocations, ensuring timely disbursement of funds, and strengthening monitoring mechanisms to maximize the effectiveness of government sponsorship programmes.

Government sponsorship, academic performance, bursary programmes, secondary education, socio-economic status.

1. Khan, A., Fazal, S., & Nazir, F. (2024). Impact of socioeconomic factors on academic performance: A gender-based study among university students. Academy of Education and Social Sciences Review, 4(1), 71–81. https://doi.org/10.48112/aessr.v4i1.699 [Google Scholar] [Crossref]

2. Lewin, K. M. (2007). Improving access, equity, and transitions in education: Developing the knowledge base. UNESCO. [Google Scholar] [Crossref]

3. Lewin, K. M. (2009). Access to education in Sub-Saharan Africa: Patterns, problems, and possibilities. Comparative Education, 45(2), 151–174. [Google Scholar] [Crossref]

4. Loppr (retrieved from https://wwwloppr.com> (December, 26, 2019). [Google Scholar] [Crossref]

5. Mahama, I., & Bawa, A. (2023). Educational support programmes and social inclusion among disadvantaged learners in secondary schools. International Journal of Educational Development, 97, 102715. [Google Scholar] [Crossref]

6. Mugenda, O., & Mugenda, A. (2003). Research methods: Quantitative and qualitative approaches. Nairobi: Act Press. [Google Scholar] [Crossref]

7. Murphy, J. F., & Tobin, K. J. (2011). Homelessness comes to school: How homeless children and youths can succeed. Phi Delta Kappan, 93(3), 32–37. [Google Scholar] [Crossref]

8. Muthoni, J. N., & Orodho, J. A. (2022). Influence of bursary allocation on students' retention and behaviour in public secondary schools in Kenya. International Journal of Education and Research, 10(4), 45–58. [Google Scholar] [Crossref]

9. Mutisya, M., & Ngware, M. W. (2022). Household living conditions and educational outcomes among school-going children in sub-Saharan Africa. International Journal of Educational Development, 91, 102571. [Google Scholar] [Crossref]

10. Ngare, N. N., Ochola, J. N., & Ngala, F. B. J. A. (2023). Relationship between selected student motivation cultures and student academic achievement in secondary schools in Nakuru County, Kenya. Editon Consortium Journal of Educational Management and Leadership, 4(1), 213–227. https://doi.org/10.51317/ecjmel.v4i1.425 [Google Scholar] [Crossref]

11. Oketch, M. (2007). To subsidize or not to subsidize? The dilemma of financing secondary education in Kenya. International Journal of Educational Development, 27(4), 364–379. [Google Scholar] [Crossref]

12. Oketch, M. (2007). To subsidize or not to subsidize? The dilemma of financing secondary education in Kenya. International Journal of Educational Development, 27(4), 364–379. [Google Scholar] [Crossref]

13. Oketch, M., & Mutisya, M. (2021). Educational inequality and access to quality schooling in Kenya. International Journal of Educational Development, 80, 102299. [Google Scholar] [Crossref]

14. Oketch, M., & Mutisya, M. (2021). Educational inequality and access to quality schooling in Kenya. International Journal of Educational Development, 80, 102299. [Google Scholar] [Crossref]

15. Orodho (2019). Research Processes; Sample size estimations. [Google Scholar] [Crossref]

16. UNESCO. (2023). Global Education Monitoring Report 2023: Gender Report. Paris: UNESCO. [Google Scholar] [Crossref]

17. United Nations Development Programme (2020). Poverty Trends in South Africa Report [Google Scholar] [Crossref]

• Enhancing Formation Control of Multi Agent Systems Using Ann Based Technique
• Improving Sliding Mode Control with Chattering Reduction using Fuzzy Based Technique
• Cooking Quality, Fasting Blood Glucose, Glycemic Index and Load of High–Fiber Noodles Made from Wheat, Tiger Nut Residue and Cassava Flour Blends
• Matrix Rhythm Therapy Versus Interferential Therapy Combined with Lumbar Stabilization Exercises in Chronic Non-Specific Low Back Pain: A Randomized Comparative Trial
• Formulation and Sensory Evaluation of Functional Cake Prepared from Sweet Potato Powder