Influence of 2007/2008 post-election violence on academic performance: a case of public primary schools in Kibra constituency in Nairobi county, Kenya
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Abstract:

The purpose of this study was to assess the influence of 2007/2008 post-election violence on academic performance of pupils in public primary schools in Kibra constituency, Nairobi County Kenya. In particular the study sought to examine the psychological influence of 2007/2008 post-election violence on academic performance of pupils in Kibra constituency, the economic influence of 2007/2008 post-election violence on pupils‟ academic performance in Kibra constituency and it also sought to establish the social influence of 2007/2008 post-election violence on pupils‟ academic performance in public primary schools in Kibra constituency. The Study adopted the descriptive survey design. Literature reviewed indicated that psychological, economic and social influence of violence had a negative influence on pupils‟ academic performance. The study sampled four public primary schools, one hundred and ninety three pupils, twenty parents and eight class teachers, from the sampled schools. The schools were randomly sampled. The data collection instruments comprised of questionnaires. Data collected was categorized, coded analyzed then tabulated. The analysis was done using statistical package for social sciences (SPSS). Correlation analysis was used to determine whether there was any relationship between psychological influence of violence, economic influence of violence and social influence of violence and academic performance of pupils in public primary schools in Kibra constituency. The decision on whether the relationship between the dependent variables and the independent variables was statistically significant was made at the level of significance of 0.05. The results revealed that psychological, economic and social influence of violence negatively influenced academic performance of the children under study. Among the respondent 88.1 percent of pupils, 87.5 percent of teachers and 73.7 percent of parents believed that the psychological influence of post-election violence contributed towards the drop in academic performance, 87.5 percent of teachers and 57.9 percent of parents attributed the drop in academic performance to the economic influence of 2007/2008 post-election violence. The social influence of 2007/2008 post-election violence resulted in a drop in academic performance where 87.5 percent of teachers and 63.2 percent of parent reported of the drop as a result of social influence of violence. It is recommended that educators need to interpret, anticipate and develop effective school policy and programs for optimal teaching and learning after a violent situation affecting learning, sponsors of education should take into account educational programs which will cater for situations under crisis and the ministry of education should make it a policy that every school should have a guidance and counseling department where children, parents and teachers who need support can be attended to adequately. It also recommended that a similar study be carried out targeting public and private schools covering a wider geographical area.

 

Author: 
Apollo, Victoria A
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