EFFECTS OF COVID-19 ADJUSTED SCHOOL CULTURE AND INTERACTION ON STUDENTS’ PARTICIPATION IN SCHOOLING IN PUBLIC BOARDING SECONDARY SCHOOLS IN THARAKA-NITHI COUNTY, KENYA

Abstract

Schooling participation is a critical determinant of social learning, shaping students’ interpersonal skills, emotional intelligence, identity development, and civic dispositions. COVID-19 pandemic had irreversible effects
on school interactions and culture, emanating from the resultant mitigation measures which had a profound
impact on people around the world. This study sought to identify effects of covid-19 adjusted school culture
and interaction on students’ participation in schooling in public secondary schools in Tharaka-Nithi County in
Kenya. The study used adopted Functionalist Theory. The study employed an ex-post facto and descriptive
research design to examine the relationship between COVID-19-adjusted school culture and students’ participation in schooling among secondary schools in Tharaka-Nithi County. Data were collected from 300 respondents (teachers and curriculum masters) using questionnaires and interview guides, analyzed through descriptive
and inferential statistics, including the Wilcoxon signed-rank test to assess significance in participation changes. The findings revealed that before COVID-19, schools had a vibrant, interactive culture characterized by
active teacher-student engagement, strong peer relationships, and robust co-curricular activities that enhanced
student participation. However, the pandemic disrupted these interactions, limiting physical contact, communication, and extracurricular activities, thereby weakening students’ sense of belonging and participation. Despite this, the Wilcoxon signed-rank test showed no statistically significant difference in participation levels
before and after the COVID-19 adjustments (Z = -0.256, p = 0.798), suggesting resilience within the school
system despite cultural disruptions. The study recommends that the Ministry of Education develop a crisis
management policy to safeguard learning continuity during pandemics, strengthen co-curricular programs to
foster emotional and social development, and conduct further research on the roles of teachers and parents in
supporting students’ adaptation during crises