INFLUENCE OF PHYSICAL ENVIRONMENT ON LEARNERS TRANSITION AND COMPLETION TO SECONDARY SCHOOLS IN TURKANA WEST SUB-COUNTY IN KENYA

Globally, learners’ transition involves a process of moving from one educational setting to another. These transitions can mean a change in location, teacher, curriculum and philosophy. While the most immediate transition associated with primary school is the move from the primary level to the post-primary level, there are other significant transitions that happen within the primary school, such as the transition from pre-primary to primary, the transition from special school to mainstream classroom or vice-versa, as well as the transition from class to class within primary schools. Consequently, completion rate in Turkana West SubCounty is very low. The purpose of the study was to determine the influence of physical environment on transition and Completion of secondary schools. The study was guided by systems theory. The research adopted a descriptive survey design. The target population of the study was Education officers, Area Chiefs, Secondary School Principals, Secondary School Teachers, Primary School Head Teachers, Primary School Teachers and Students. A total of 313 respondents were sampled for the study. Questionnaires, interview schedules and focus group discussion were used in primary data collection. Data was analyzed using Statistical Package for Social Scientists (SPSS) version 23.0. Quantitative data collected was analyzed by use of descriptive statistics to generate percentages and frequencies. Inferential statistics was done using linear regression model. The study results were presented using tables and figures for ease of understanding. The study established that physical environment had a significant positive influence on transition and completion of secondary schools. The study recommends that policy makers should invest in facilities that enhance learning so as to accommodate pupils transitioning from primary schools in the area.