Effect of artisanal gold mining on boys’ school attendance in public day secondary schools in Kakamega County, Kenya

This is the authors' abstract. We don't add key points for this paper.

Artisanal gold mining (AGM) has had a profound effect on the socioeconomic landscape of Kakamega County. Its impact on boys’ education has raised concern due to reports that boys in Kakamega County are lagging behind academically. This study therefore explored the effect of AGM on boys’ school attendance in public day secondary schools. Economic Pressure Theory guided the study. The study employed a convergent parallel mixed methods research design with a correlational component. The target population comprised 2,270 respondents. The sample of 508 comprised 322 students involved in AGM and 32 not involved in AGM, 18 class teachers, 18 directors of studies, 18 deputy principals, 32 parents, 24 mining officials, 32 village elders, 8 ward administrators, and 4 Quality Assurance and Standards Officers. Purposive, proportional, stratified, and simple random sampling techniques were used. Data were collected using questionnaires, interview schedules, a document analysis guide, and focus group discussions. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative data were analyzed thematically. Piloting, test-retest, expert review, and triangulation were used to determine the reliability and validity of the instrument. The reliability coefficient of 0.8 was deemed adequate. The study found that 75.8% of boys missed school to participate in AGM and 70.8% missed their examinations. The documentary evidence revealed that the number of students who dropped out due to AGM increased from 3 in 2022 to 35 in 2025. The study found that AGM was linked to disrupted school attendance. Therefore, the study recommended specific policy guidelines, stronger enforcement to curb the involvement of underage boys in mining areas, and community sensitization campaigns through administrators and education stakeholders.