Asian Journal of Sociological Research

The present study examined the influence of Free Day Secondary Education on Textbook Ratio in Mixed Day Secondary Schools in Kenya. The study was guided by the Classical Liberal Theory of Equal Opportunity. The study was based on a conceptual framework showing how Free Secondary Education influences quality of education. The study embraced descriptive research design. Target population incorporated 315 subjects: 1 SQASO, 25 Deputy Principals, 25 Directors of Studies and 264 teachers. Simple random sampling was used to select 8 schools and 79 teachers while the SCQASO, 8 Deputy Principals and 8 Directors of Studies were purposively determined. Questionnaires, interview schedules and document analysis were used to collect data. Validity of the instruments was enacted by expert judgment of the University supervisors, while reliability was enacted by piloting. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS). The data was presented using tables, means and percentages accompanied by explanations. Thematic analysis evaluated qualitative data. The data was transcribed, patterns identified to deduce major themes. The study therefore concluded that schools had not yet achieved textbook ratio of 1:1 which would be fair to the students. The study recommends that the government through Ministry of Education should ensure adequate funding of free secondary education to ensure adequate resources in public schools including fair textbook ratio.