scholarly journals INFLUENCE OF SOCIALIZATION ON ACADEMIC PERFORMANCE OF LEARNERS WITH HEARING IMPAIRMENT AT INCLUSIVE PRIMARY SCHOOLS IN KENYA: A CASE IN THAWABU PRIMARY OF NAIROBI CITY COUNTY

2020 ◽  
Vol 6 (6) ◽  
pp. 47
Author(s):  
Everlyne Achieng Owuor ◽  
Beatrice Bunyasi Awori ◽  
Syprine A. Otieno
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Language Learning ◽  
Hearing Impairment ◽  
Educational Change ◽  
Inclusive Education ◽  
Primary Schools ◽  
Incidental Learning ◽  
Unique Contribution ◽  
The Government

Purpose: This research aimed at determining the influence of socialization on performance of learners with hearing impairment at Thawabu Inclusive Public Primary School in Nairobi, Kenya. The objectives were to; establish modes of communication that promote socialization in an inclusive environment; establish strategies for boosting socialization to enhance academic performance; and establish challenges facing teachers in enhancing socialization to improve academic performance of learners with hearing impairment. Methodology: The research design was a case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling was employed to select the school and learners with hearing impairment while hearing learners were randomly selected. Findings: The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learners with hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance. Unique contribution to theory, practice and policy: The study may help to promote attitudinal, psychological and educational change in all stakeholders for inclusive education to be a success and meaningful to learners with hearing impairment. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu among other inclusive public schools in Kenya to help promote socialization and to increase inclusivity of leaners with hearing impairment.

scholarly journals Relationship between Parental Involvement in Pupils’ Educational Activities at School and their Academic Performance in Ainabkoi Sub-County, Kenya

2019 ◽  
Vol 15 (1) ◽  
pp. 36
Author(s):  
Petrolina Kaptich ◽  
Henry Kiptiony Kiplangat ◽  
Jennifer Munyua
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Parental Involvement ◽  
Policy Development ◽  
Primary Schools ◽  
Target Population ◽  
Educational Activities ◽  
Ex Post ◽  
Cognitive Behaviour ◽  
The Government

Most public schools in Kenya post poor results amid claims that parents are not supportive of their children’s educational activities at school. While research has shown that parental involvement in primary schools is a significant contributor to the mental capacity, social and cognitive behaviour of students, public primary schools in Ainabkoi sub-county are yet to achieve. This paper draws our attention to a study that was conducted in the sub-county to investigate the relationship between parental involvement in pupils’ educational activities at school and their academic performance in public primary schools. This study was guided by Type 3 Epstein’s model of the six types of parent involvement as developed by Joyce Epstein. The study adopted ex-post facto research design and considered a target population of 2404 Class 8 pupils and 61 class teachers from which 331 Class eight pupils and 61 teachers were drawn using stratified random sampling and census approach, respectively. Questionnaire and interview schedule were used for data collection which was later analyzed using descriptive and inferential statistics. Descriptive statistics were analyzed in the form of percentages and means. Chi-square was used to test the hypotheses of the study. The found out that there was a positive and significant relationship between parental participation in educational activities at school(X<sup>2</sup>=22.619; p=0.001) and pupils’ academic performance in Ainakboi Sub County. Qualitative data were analyzed using a thematic framework.  The study concluded that parental involvement in educational activities in school was positively related to academic performance. The study recommended that the government should sensitize parents on involvement in their children’s school activities through policy development to improve their academic performance.

scholarly journals School Environmental Factors Influencing Female Pupils Academic Performance in Public Primary Schools in Iringa Municipality

2021 ◽  
pp. 40-48
Author(s):  
Chesco Aloyce Motto
Keyword(s):  
Academic Performance ◽  
Environmental Factors ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Drop Out ◽  
Long Distance ◽  
Cross Sectional ◽  
Factors Influencing ◽  
The Government

This study intended to explore the school environmental factors influencing female pupils’ academic performance in public primary schools at Iringa Municipality. A cross-sectional study design was used where structured questionnaire using open and closed ended questionnaire as well as interviews to participants were used to collect primary information from 123 girls’ pupils and 36 key informants from seven selected public primary schools. Data analysis was done through descriptive statistics (SPSS). The study findings revealed that harsh environmental factors contributing to poor academic performance through sexual harassment by pest teachers, longer distance of a female pupils form schools that affect pupils attendance and drop out, Shortage of teaching and learning resources as well as facilities i.e. text books, library and shortage of latrines  while teaching and learning it is difficult for them to deriver pedagogical principal of teaching following large class size 68-80, and the bias attitude of the teacher towards subject matter that girls are always do performs poor in science subjects than boys. Finally, the study recommends that the government should build hostels for standard six and seven female pupils for solving the issue of long distance and drop out. Good and enough latrines should be built for girls and boys. Teachers should be well trained in order to handle girls well and also government should organize regular workshops for teachers. Either girls pupils should all the time helped by both male and female teachers in their problems and academic matters openly to avoid bias and mistrust among male teachers.

scholarly journals O Ensino de Matemática nas Páginas da Revista Educação em Mato Grosso (1978-1986)

2020 ◽  
Vol 21 (2) ◽  
pp. 127-134
Author(s):  
Juliana Stascovian ◽  
Laura Isabel Marques Vasconcelos de Almeida
Keyword(s):  
Public Schools ◽  
Mathematics Teaching ◽  
Primary Schools ◽  
Methodological Approach ◽  
Primary Teachers ◽  
Mato Grosso ◽  
Education Professionals ◽  
The Government ◽  
Cultura Escolar ◽  
Teaching Learning

O artigo é resultado da pesquisa de Mestrado intitulada Revista Educação em Mato Grosso: orientações pedagógicas sobre a disciplina de Matemática para o Ensino Primário nas escolas públicas mato-grossenses (1978-1986). O estudo retrata o ensino de Matemática sob o olhar da Revista Educação em Mato Grosso - REMT elaborada e socializada pela Secretaria de Estado de Educação de Mato Grosso - SEDUC/MT com o objetivo de formar os professores primários e aproximar o órgão governamental dos profissionais da educação. Ancorado na abordagem metodológica histórico-cultural, a pesquisa fundamentou-se em autores renomados que discutem com propriedade os conceitos de apropriação, cultura escolar, imprensa pedagógica e formação de professores contribuindo para a historiografia da educação matemática. Os dados revelam que além de vasta informação, a Revista oferecia sugestões de trabalho e partilha de experiências bem-sucedidas realizadas pelas unidades escolares, contribuindo com o processo de ensino aprendizagem nas escolas públicas primárias mato-grossenses.   Palavras-chave: Ensino de Matemática. Impresso Pedagógico. Formação de Professores.   Abstract The article is the result of a Master's research entitled Revista Educação em Mato Grosso: pedagogical guidelines on the subject of Mathematics for Primary Education in public schools in Mato Grosso (1978-1986). The study portrays the Mathematics Teaching from the perspective of “Revista Educação em Mato Grosso (REMT),” which was thought, elaborated and socialized by the Mato Grosso State Secretariat of Education (SEDUC / MT) with the objective of training primary teachers and bring the government agency closer to education professionals. Anchored in the historical-cultural methodological approach, the research was based on renowned authors who discuss appropriately the concepts of appropriation, school culture, pedagogical press and teacher education, contributing to the  mathematics education historiography. The data reveal that in addition to extensive information, the magazine offered work suggestions and shared successful experiences carried out by the school units, contributing to the teaching-learning process in public primary schools in Mato Grosso.   Keywords: Mathematics Teaching. Pedagogical Form. Teacher Training.

scholarly journals Psychological Problems Faced by Educational Managers of Public Schools After Rehabilitation in South Waziristan Tribal District (SWTD)

2020 ◽  
Vol 2 (1) ◽  
pp. 37-48
Author(s):  
Niaz Muhammad ◽  
Shabnam Bibi
Keyword(s):  
Public Schools ◽  
Data Analysis ◽  
Primary Schools ◽  
Psychological Problems ◽  
Educational Institutions ◽  
Head Teachers ◽  
Analysis Technique ◽  
The Government ◽  
Study Questionnaire ◽  
Method Approach

This study aimed, psychological problems of educational managers which they faced after rehabilitation of IDPs, when schools opened in the terrorism affected areas. The research study was descriptive in nature and mixed method approach was used. Therefore whole population of 92 schools’ managers was selected from the areas of South Waziristan Agency, declared open by the government of Pakistan after operation for repatriation. The sample consisted of 92 heads of educational institutions and 24 Maliks from those schools, numbers of respondents were 116 under this study. Questionnaire was developed for AEO, AAEOs, Principals, Headmasters/Headmistresses of middle schools and primary schools’ Head teachers and interview was scheduled for the Maliks. Collected data was analyzed considering the objectives and research questions of the study. The descriptive statistics was used for questionnaire data analysis. Thematic analysis technique was used for interview data analysis and open ended section of questionnaire. Findings revealed that the respondents were facing problems i.e., Fear of concealed mining bombs, students and teachers behavior was non cooperative, past traumatic events was creating chaos, parents and community did not take interest because of financial problem and  they kept children in domestic tasks. It was concluded that areas may be cleared properly avoiding mining blasts, seminars and refreshment opportunities are arranged for removing fear from their hearts, donors may be encouraged to support the educational institutions.

scholarly journals Parents Socio-Economic Factors as it Affect Students Academic Performance in Selected Public Secondary Schools in Ado Local Government Area of Ekiti State

2020 ◽  
pp. 144-148
Author(s):  
E. F. Fakunle ◽  
B. K. Ajayi
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Local Government ◽  
Secondary Schools ◽  
Economic Status ◽  
Local Government Area ◽  
Socio Economic Status ◽  
Non Governmental Organizations ◽  
The Rich ◽  
The Government

The study examined the influence of parent’s socio-economic status on the academic performance of students in selected public secondary schools in Ado Local government Area of Ekiti State, Nigeria. The study used stratified sampling techniques to select two hundred and five (205) students from five (5) public schools. Also, data on students’ academic performance was obtained from students results in four core subjects. Data obtained was analyzed using descriptive and inferential statistical techniques. The study revealed that parents attitudes, parents socio-economic status, insufficient parental incomes, and lack of funding by the government are factors influencing students’ academic performance. Based on these findings, certain recommendations are made towards improving students’ academic performance, prominent of these include proper funding of education by government, sensitisation of parents towards their children education, increase in parental salaries in line with the current economic situation as well as the provision of adequate books and facilities in schools to breach the gap between the rich and the poor and the support of Non-Governmental Organizations (NGO) to eradicate poverty.

scholarly journals EFFECTS OF HOUSEHOLD FOOD SECURITY ON THE ACADEMIC PERFORMANCE AMONG PUPILS IN MUKURU INFORMAL SETTLEMENT, IN NAIROBI COUNTY, KENYA

2019 ◽  
Vol 4 (1) ◽  
pp. 21-35
Author(s):  
Kashindi Tabaro Christophe ◽  
Gisore Billiah Nyamoita ◽  
Daniel M. Kitonga
Keyword(s):  
Academic Performance ◽  
Food Security ◽  
Informal Settlement ◽  
Positive Association ◽  
Simple Random Sampling ◽  
Coefficient Of Determination ◽  
Household Food Security ◽  
Unique Contribution ◽  
Household Food ◽  
The Government

Purpose: The study assessed the effects of household food security on academic performance among pupils in Mukuru informal settlement, Nairobi County. Methodology: The population of the study consisted of 7565 participants from Mukuru. Stratified, purposive and simple random sampling techniques were used to select a sample size of 205 respondents (100 children, 10 teachers and 85 parents from the study area, and 10 officials from the Ministry of Education), who responded to the households access to food in Mukuru informal settlement, factors hindering the attainment of households food security, effect of household food security on academic performance of pupils. A descriptive research survey was conducted, using a mixed method. Data collected were analysed using the Statistical Package for Social Science (SPSS). Correlation analysis and regression analysis were used to determine the relationships and significance between variables. Results:The key finding indicated that there is a strong positive relation between the effects of food security and academic performance; it established a positive association between the variables with a significance ‘‘R’’ value of .635 and a coefficient of determination R square of 0.404. Unique Contribution to Theory, Practice and Policy: From the findings, some recommendations were made, for the government to formulate policies that would help improve food security so as to reduce its effects on pupils’ academic performance, also creation of jobs to increase employment which would offer people opportunities to raise their income.

scholarly journals Financial Resource Planning Dynamics and Performance of Upgraded Extra-County Schools to National Status in Western Kenya Counties

2021 ◽  
Vol 3 (1) ◽  
pp. 27-39
Author(s):  
Violet Wekesa ◽  
Lydia Kipkoech ◽  
Peter Okemwa
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Primary Schools ◽  
Regional Distribution ◽  
Resource Planning ◽  
School Management ◽  
Financial Resource ◽  
Western Kenya ◽  
Planning Strategies ◽  
The Government

The assessment of secondary school success is according to the number of students they are producing to join universities and other higher learning institutions. To increase access to all pupils from primary schools to access secondary schools, the government of Kenya upgraded previously extra county schools to national status to ensure regional distribution of schools across the nation. With the upgrade, the government was required to inject funds to enable facilities expansion. Despite the upgrade, the money allocated and disbursed to schools has always been inadequate to meet the needs of students. Therefore, this demands that school management makes plans for financial mobilisation to ensure that school operations are done without interruptions. The paper looks at the financial resource planning strategies that upgraded national schools in western Kenya have in place for the purpose of improving their performance. Data was collected from eight of the upgraded schools making up the study population where principals and teachers were the respondents. A sample of 156 respondents was selected to answer research questions through interviews and questionnaires. Analysis of data was performed using quantitative and qualitative methods. SPSS facilitated quantitative data analysis. The study found out that schools experienced financial shortfall arising from inadequate capitation grants from the government and delay in payment of schools by students. To cushion themselves, schools had made several financial plans like applying for grants for infrastructure development. Further, despite schools having large tracts of land, some school management did not put into use either through growing grass for dairy farming or planting crops for subsidising school food supplies. Computed correlation statistics showed a weak correlation that existed (r=0.191 and p=0.016) between financial planning dynamics and academic performance of upgraded national schools in the western region of Kenya. The paper concludes that financial resource planning strategies had minimal effects on the academic performance of upgraded national secondary schools in Kenya Certificate of Secondary examinations. The paper recommends that there is a need for school administration to work with stakeholders to identify profitable projects that can be implemented in their school to earn income.

Relationship Among Intelligence, Achievement Motivation, Type of School, and Academic Performance of Kenyan Urban Primary School Pupils

2018 ◽  
pp. 1540-1547
Author(s):  
Jessina Mukomunene Muthee ◽  
Catherine G. Murungi
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Public Schools ◽  
Primary School ◽  
Achievement Motivation ◽  
Primary Schools ◽  
T Test ◽  
Public And Private ◽  
Primary School Pupils ◽  
Type Of School

This chapter determines the extent to which primary school academic performance was influenced by the criterion variables. Two hundred pupils male and female of age 12 and 14.5years from both public and private primary schools in Nairobi city participated in the study. Multiple regression and t-test were used for data analysis. The results revealed that three independent variables; intelligence, achievement, motivation and type of school jointly and significantly contributed to the prediction of academic achievement of the urban primary school pupils. (R = 0.693, P &lt; .01). In terms of magnitude of contribution, intelligence turned out to be the most significant predictor (Beta = .445, t = 7.503, P&lt; .01) followed by achievement motivation (beta = 0.282, t – 5.042, P&lt; .01) and type of school (Beta = 0.208, t = 3.615, P &lt; .01). The results of t – test revealed that students from private schools differ significantly from students of public schools in academic achievement and intelligence but not in terms of achievement motivation.

scholarly journals Dyslexic learners’ experiences with their peers and teachers in special and mainstream primary schools in North-West Province

2018 ◽  
Vol 7 ◽  
Author(s):  
Monicca Leseyane ◽  
Peter Mandende ◽  
Mary Makgato ◽  
Madoda Cekiso
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
Primary Schools ◽  
Qualitative Methodology ◽  
Formal Education ◽  
Student Body ◽  
North West ◽  
Awareness Campaigns ◽  
North West Province ◽  
Negative Comments

Background: Inclusive education requires that the framework within which education is delivered should be broad enough to accommodate equally the needs and circumstances of every learner in the society. This includes learners with disabilities like dyslexia who have been excluded from the formal education system. This article reports the findings of a qualitative study that explored and described the dyslexic learners’ experiences with their peers and teachers in special and public schools in North-West Province of South Africa.Methods: The study adopted a qualitative methodology and used a phenomenology research design. The sample was purposively selected and comprised nine dyslexic learners. All the learners were in public schools previously and were later moved to a special school after being diagnosed as dyslexic. The participants were aged 9–12 years. The researchers conducted one-on-one interviews with the participants and content-analysed the data.Findings: The findings revealed that in public schools the dyslexic learners were exposed to ill-treatment by other learners who despised, ridiculed, bullied and undermined them. The findings further revealed that teachers in public schools were not patient with dyslexic learners, did not give them extra attention and that some teachers used negative comments that embarrassed them.Conclusion: The article spells out the barriers experienced by dyslexic learners in public schools and also recommends training of teachers so that they know how to deal with dyslexic learners, thereby eliminating the barriers. The study further recommended awareness campaigns among the student body about dyslexia.

Inclusive education and academic performance in Catalan public schools

2021 ◽  
pp. 1-18
Author(s):  
Dorys Soledad Sabando Rojas ◽  
Ignasi Puigdellívol Aguadé ◽  
Mercedes Torrado Fonseca
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Inclusive Education
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