Student-Related Factors and the Rates of Completion of Doctoral Studies in Education in Public Universities in Kenya

Abstract

The study investigated institutional factors that that influence completion rates of doctoral studies in Education in selected public universities in Kenya. Based on the study, this paper analyses the contribution of teaching and learning factors to completion rates of doctoral studies. Descriptive survey design was used in the study. The participants comprised 115(62.09%) of a total of 184 lecturers/heads of departments in the three universities studied, namely Moi University, Kenyatta University and the University of Nairobi. The number of doctoral students who participated was 388(67.29%) of 579 doctoral students registered between the years 2009 to 2013 in the three universities.  A questionnaire, document analysis guide and interview guide were used to collect data for the study. Quantitative data was coded and analysed using SPSS. Data from field notes was transcribed and organized to themes. Some data was coded and tallied based on their similarities and presented using descriptive statistics such as tables, percentages frequencies and graphs. Lack of sufficient thesis writing competence, financial constraints, family responsibility and job commitment among doctoral students' lower doctoral studies completion rates and prolong time to degree. Based on the research findings and conclusion, it is recommended that public universities' management should look for a way of providing scholarships to needy graduate students. This would help provide students but with financial constraints to pursue their university education to completion.