Investigating The Use Of Community Dialogues In The Retention Of Grade Six Pupils: A Case Of Patmos Cottage School In Mathare Informal Settlements, Nairobi Kenya

Abstract

The study's main aim was to assess the effectiveness of community dialogues in retaining grade six students at Patmos Cottage School in Mathare. Participants were selected using purposive and census sampling, with data collected through interviews and focus group discussions. The study employed exploratory research design to deepen understanding of the topic. Data analysis was conducted using NVivo version 10 software. The findings revealed that, while community conversations greatly contribute to grade six student retention, some obstacles must be addressed for them to be more effective. Subthemes highlighted various benefits of community dialogues, including fostering collaboration, educating the community, raising awareness about drug abuse and mental health, and addressing child labour. Participants described community dialogue as an effective, results-driven, and friendly approach to tackling community concerns. Suggestions from respondents included incorporating technology, increasing parental involvement, enhancing facilitator skills, and evaluating dialogue effectiveness. In summary, this research emphasizes the value of community dialogues in improving school retention. It emphasizes the importance of inclusivity and involving stakeholders in overcoming dialogue-related challenges. The study serves as a foundation for educators, policymakers, and practitioners seeking innovative solutions to enhance grade six pupil retention. By applying the insights gained and fostering collaborative, comprehensive approaches, educational outcomes can be enhanced at institutions like Patmos Cottage School and similar ones in informal settlements.