Browsing by Author "Mwoma, Teresa"

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    Availability of Teaching and Learning Materials on Creative Play Activities among Public Pre-Primary School Children in Bureti Sub-County, Kenya.
    (EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2021) Mitei, Evelyn Chepngeno; Mwoma, Teresa
    Creative activities play a critical role in improving intellectual, emotional, and social skills among children. This study aimed to explore the availability of teaching and learning materials on creative play activities among public preprimary school children in Bureti Sub-County, Kenya. The research adopted a descriptive survey design and was guided by Sarah Smilansky’s theory which emphasises the child-centred approach in teaching creativity. Sarah Smilansky’s theory lays emphasis on allowing young children to control their way of learning by stressing self-expression. The population targeted was 135 public pre-primary schools in Bureti Sub-County. Ten per cent (10%) of the target population representing 14 public pre-primary schools was utilised during the pilot study. The sample size for the study was 236 participants. This comprised 92 head teachers and 144 preschool teachers from 121 pre-primary schools in Bureti SubCounty. Questionnaires and observation schedules were utilised to gather data. The statistical package for social sciences (SPSS) version 23 was utilised to organise data for analysis. Quantitative data were analysed using descriptive statistics. The data was presented in the form of percentage tables. The results revealed that (73.9%) of the respondents indicated that there was insufficient learning and teaching materials listing out that the most available materials are manila papers, clay, paints, tires, pencils, and maise corps. The study recommended that learning and teaching resources should be made available by the County Government for learners to use while embracing creative play activities. There is also a need for adequate time to be allocated to play to enhance creative play activities in school.
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    Correlation between Class Size and Pupils’ Acquisition of Early Mathematics Competencies: A Case of Kericho County, Kenya
    (International Knowledge Sharing Platform, 2020) Rono, Joseph Kipkorir; Begi, Nyakwara; Mwoma, Teresa
    Mathematics is one of the core subjects in the Basic Education Curriculum in Kenya. It means that all pupils are required to have a strong grounding in the subject which depends on the level of their early mathematics competencies. The purpose of the study was therefore to establish the level of pupils’ acquisition of early mathematics competencies. The study was also to determine how class size was related to pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vygotsky. The study adopted a correlation research design and a mixed research method approach. The dependent variable was pupils’ acquisition of early mathematics competencies while the independent variable was class size. The results from data analysis revealed that majority of the pupils had acquired early mathematics competencies and there was a difference in pupils’ acquisition of early mathematics competencies between grade three pupils in public and those in private primary schools. The relationship between class size and pupils’ acquisition of early mathematics competencies was significant at p<0.05 level of significance.
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    Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya
    (IJCAB Publishing Group, 2019) Ayiema, Jackson Ombasa; Mwoma, Teresa; Ong'ang'a, Hudson Ouko
    The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the International Journal of Current Aspects, Volume 3, Issue II, 2019, PP 159-185, ISSN 2616-6976 160 www.ijcab.org ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that inst
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    Does marital status influence the parenting styles employed by parents?
    (2015) Ashiono, Benard Litali; Mwoma, Teresa
    The current study sought to establish whether parents’ marital status, influence their use of specific parenting styles in Kisauni District, Kenya. A correlational research design was employed to carry out this study. Stratified sampling technique was used to select preschools while purposive sampling technique was used to select preschool children to participate in the study. A sample size of 160 pre-school children together with their parents was purposively selected based on their performance level in curricular activities from 20 pre-schools. A questionnaire and an interview were used to collect data on parents’ demographics and their parenting styles. The Statistical Package for Social Sciences (SPSS) was used to prepare and organize data for analysis to test significance levels between variables at 0.05. Data were analyzed statistically using descriptive and inferential statistics. One way ANOVA techniques were utilized to establish whether there exist any significant relationships or differences in the means between parents’ marital status and their parenting styles. The findings indicated that parents’ marital status does not influence their parenting styles. The study therefore concluded that there is no significant relationship between parents’ marital status and the parenting styles they employ in bringing up their children. Keywords: marital status and parenting styles, parenting styles and preschool children
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    Does the use of ICT empower teachers to teach mathematics better? A case of lower primary teachers in Mombasa
    (Public Knowledge Project, 2018-04) Ashiono, Benard; Mwoma, Teresa; Murungi, Catherine Gakii
    This article reports on a study that sought to establish whether the use of ICT in the classroom empowered teachers to teach mathematics better. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The study found that ICT was capable of empowering teachers to teach mathematics better. It was recommended that teachers be supported in their use of ICT in teaching mathematics.
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    Domestic violence and its implications on pre-school children's performance in curricullar activities in Kengeleni zone, Mombasa county, kenya
    (Kenyatta University, 2015) Mwadeghu, Mshai Floriana; Mugo, J. W.; Mwoma, Teresa
    In the past two decades, there has been growing recognition of the prevalence of domestic violence in our society. Moreover, it has become apparent that some individuals are at greater risk of victimization than others. Domestic violence has adverse effects on individuals, families and society in general. The purpose of this study was to establish the factors influencing domestic violence and its implications in regard to performance of children in pre-school. The objectives were based on prevalence, forms, effec and factors determining domestic violence. The study was guided by Bronfenbrenner's ecosystem theory. Descriptive survey research design was employed using a group of children victims of domestic violence and a similar number of those not affected. The study was conducted in Mombasa County, Kenya which was purposively sampled due to high incidences of domestic violence experienced in the County in the recent past and specifically in Kengeleni Zone. The instruments were tested for validity and reliability using content validity and the spearman correlation, respectively. Questionnaires for the pre-unit teachers and assessment tasks for pre-unit children were used to gather data. The sample size consisted of 8 pre-units, 24 pre-unit teachers and 100 pre-unit children. Data analysis and presentation was done using percentages, frequency tables and graphs. The findings of the study provide the required information on the prevalence which stands at an average of 89.6%, forms of domestic violence such as physical, sexual, emotional, verbal and economic abuse; and causes of the vice namely; marital conflicts, socio-economic factors, alcohol, drug and substance abuse, low level of education and illiteracy. The effects of domestic violence were unearthed through responses given in the teachers' questionnaire and the assessment task for the pre-school children which portrayed a negative effect on their performance in terms of creativity, memory, reasoning, eye-hand coordination and concentration. Some recommendations have been given such as advising the elite in society in collaboration with government officials like the area chief to come up with combative measures to eradicate brewing and selling of illicit brews and if implemented, it is anticipated that cases of domestic violence will be minimized or eradicated and children's performance in pre-school shall be enhanced
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    Education for Children with Special Needs in Kenya: A Review of Related Literature
    (International Knowledge Sharing Platform, 2017) Mwoma, Teresa
    Children with special needs in Kenya for many years were not given adequate attention with regard to their education. These children like their counterparts, have a right to free and compulsory basic education as provided for in international conventions to which Kenya is a signatory as well as in legal and policy frameworks in Kenya. Providing education for children with special needs is therefore one way of ensuring that their right to basic education is protected. This will in turn promote national development by providing a secure environment that enhances good health to allow people with special needs participate in social and political activities. This article therefore, provide insights on children with special needs from a review of related literature, with a special focus on the history of special needs education in Kenya, policy frameworks on special needs education, management and administration of special needs education institutions as well as discussions on selected categories children with special needs in Kenya.
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    Educational support for orphans and vulnerable children in primary schools: Challenges and interventions
    (Western Australian Institutes for Educational Research, 2016) Mwoma, Teresa; Pillay, J.
    Educational status is an important indicator of children’s wellbeing and future life opportunities. It can predict growth potential and economic viability of a state. While this is an ideal situation for all children, the case may be different for orphans and vulnerable children (OVC) due to the challenges they go through on a daily basis. This article aims to advance a debate on the findings of our study on the educational support provided for OVC through a critical engagement on the challenges experienced and the intervention measures to be taken in South African public primary schools context. The study involved one hundred and seven participants comprising sixty five OVC and forty two teachers. Questionnaires with structured and unstructured questions were utilised to collect descriptive and qualitative data. Findings suggest that, although the South African Government has put mechanisms in place to support OVC attain basic education, numerous challenges were found to be hindering some OVC from attaining quality education. Based on the findings, several intervention measures have been suggested.
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    Effectiveness of Teaching Methods for Daily-living Skills to Learners with Mental Retardation in Special Units in Primary Schools, Kasarani Sub-county, Kenya
    (2014-02-26) Ruteere, Rosallin Kananu; Runo, M. N.; Mwoma, Teresa
    The aim of this study was to establish the effectiveness of teaching methods for acquisition of daily living skills by learners with mental retardation. The study adopted a descriptive survey design. Dependent variable for this study was acquisition of daily-living skills while independent variables were methods of teaching, how teachers applied the methods; challenges encountered and teaching/learning materials used by teachers. The study used purposive sampling to select the district, special units, learners and teachers. The target population in this study was eighty four respondents. The sample for the study was the same as the target population, as this number was manageable within the time available. The study used semi-structured questionnaires for teachers and head-teachers, and observation checklists for learners to obtain the data. Spearman order correlation coefficient was used. The reliability level was 0.6 for questionnaires and 0.5 for observation checklist. The study was carried out in special units for learners with mental retardation in public primary schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and quantitative methods. It was then presented in narrative passages and tables using frequencies and percentages. The findings of the study showed that learners with MR were not taught DLS effectively because teachers did not use appropriate teaching methods, strategies, or correct teaching/learning materials. Seventy-eight percent (78%) of teachers in the units for learners with MR were not trained to teach such learners. Only 22% of the teachers were trained in the area of MR. The findings show that forty-eight (80%) of learners did not get sufficient DLS as the methods and teaching/learning materials used were neither appropriate nor relevant. Consequently, the study concluded that learners were not taught DLS appropriately for acquisition of independent living. The study recommends that government should develop cost-effective training for teachers in the area of mental retardation to curb the problem of understaffing and ineffective teaching. It also recommends that schools with special units need to be headed by teachers who are specialists in the area of mental retardation because they can understand the needs, abilities and interests of learners with MR and provide appropriate learning environment, and also offer necessary support to the teachers in the units.
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    Experiences of incorporating support for early childhood development into the Baby Friendly Community Initiative in rural Kenya
    (The British Academy, 2019) Mwoma, Teresa; Kitsao-Wekulo, Patricia; Haycraft, Emma; Kimani-Murage, Elizabeth; Wanjohi, Milka; Kimiywe, Judith; Kinuthia, Esther; Muriuki, Peter; Pearson, Natalie; Okelo, Kenneth; Onyango, Silas; Kadenge, Oscar; Samburu, Betty; Mwangi, Stephen; Kabaka, Stewart; Tauta, Charity; Griffiths, Paula
    Over 66 per cent of children in sub-Saharan Africa remain affected by poor developmental outcomes, exacerbating early inequalities. UNICEF and WHO evolved the Care for Child Development package (CCD) as a community-based initiative to support caregivers to develop stronger relationships with young children and support nurturing care. The Baby Friendly Community Initiative (BFCI) is a global WHO strategy to promote optimal maternal, infant and young child nutrition at the community level. This paper provides insights into the feasibility and lessons learned from rural Kenya in providing CCD training and supporting its implementation alongside the BFCI. Findings from qualitative interviews with caregivers and implementers of the BFCI revealed that training community health volunteers on CCD, enabled them to deliver CCD messages alongside those of the BFCI during counselling sessions. However, a more integrated approach to training as well as practical training opportunities, refresher training and provision of materials that facilitate the programme will enable further support for nurturing care in Kenya.
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    Family and school factors contributing to low pre-school enrolment in Burera District, Northern Province, Rwanda
    (2015-02-04) Habumuremyi, Jean Marie Vianney; Mwoma, Teresa; Koech, Barbara
    The early years of life are critical to the development of an individual such that once they are misused serious repercussions may occur to the person's life. One of the ways to guard against these consequences is to educate children as early as possible. While in many western countries, early education is highly ensured, in Sub-Saharan Africa, the enrolment rates are still low. As part of Sub-Saharan Africa, Rwanda is not spared by the low pre-school enrolment whereby around 90% of the children were earlier reported to not attend preschool education. The purpose of this study therefore, was to confirm enrolment rates and investigate the family and school factors contri buti ng to the low pre-schoo I enrolment in rural areas of Burera District, Northern Province, Rwanda. The objectives for this study were to establish the current pre-school enrolment rate in Burera District and establish which family and school factors that contribute to the low preschool enrolment in Burera District. The study used ex post facto design. Data collection tools included questionnaires and interviews. Questionnaires were used to gather information from parents. Interview schedules were used to capture information from the pre-school teachers, local leaders, District Education Officer as well as from the Early Childhood Specialist in the Ministry of Education. Cronbach's Alpha was used to compute the correlation coefficient where a=0.764. The research instruments were administered to a sample of 98 respondents selected from two sectors, one representing the rural area and another representing the urban setting. The statistical package for social sciences was utilized to organize data for analysis. The data collected were subjected to critical' analysis and interpretation using statistical tools and conclusions were drawn. The study revealed that parents' income was very low which makes them unable to enroll children in pre-school. It was also noted that pre-schools in rural areas were dispersed such that many children did not have any pre-school to attend to in the nearby. This study concluded that there is need to assist parents in rural areas by paying tuition fees and establish more pre-schools in every village to reduce the distance children walk to pre-school.
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    Family Class and Parents’ Level of Education as Determinants of Pupils’ Readiness to Learn Mathematics in Primary Schools in Kasarani Sub-County, Kenya
    (Open Access Publishing Group, 2018) Magoma, Phyllis Moraa; Waithaka, Esther; Mwoma, Teresa
    This study sought to establish pupils’ readiness to learn mathematics at the start of primary school. The study explored the influence of family class and parents’ level of education on standard one pupils’ readiness to learn mathematics. The dependent variable was pupils’ readiness to learn mathematics, while the independent variables were pupils’ family economic class and parents’ level of education. The target population was standard one pupils enrolled in primary schools in Kasarani sub-county. Purposive sampling was used to select the sub-county and standard one pupils. Stratified random sampling was used to select 15% (12) primary schools to be involved in the study. The sample consisted of 15% (123) class one pupils, 248 parents, and 12 class one teachers. Pupils’ readiness to learn mathematics check-list and questionnaire for teachers and parents were used to collect data. Descriptive and inferential statistics were used to analyze data. Results from data analysis were presented using tables and text. The results showed that more than 25% of the pupils were not ready to learn mathematics and identified pupils’ performance in specific tasks that were indicators of readiness to learn mathematics. Through Pearson chi square test, the study established a significant relationship between pupils’ family economic class; and parents’ level of education and pupils’ readiness to learn mathematics was significant at 0.05 level. It was recommended that primary school teachers should assess children’s readiness to learn mathematics and institute the appropriate intervention measures before children are introduced to the formal mathematical concepts in the syllabus.
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    Female Genital Mutilation: A Religio-Cultural Sensitive Issue Determining Maternal Health Care Choices among Somali Women in Dadaab Refugee Camp, Kenya
    (ESI Preprints, 2022-08) Gitome, Josephine; Kahumbi, Newton; Mainah, Muthoni; Kituku, Jacqueline M.; Mwoma, Teresa; Ndegwa, Priscilla; Bagelman, Jennifer
    The paper addresses Kenya’s development challenges in maternal health care with a specific focus on the impact of traditional birth attendants (TBAs) and female genital mutilation (FGM) among the refugees. It purposes to achieve four objectives: to discuss the persistence of FGM among Somali women in Ifo Refugee Camp, to establish the hospital process of providing maternal health care to mothers who have gone through FGM; find out the level of preparedness of the midwives to handle mothers with religio- cultural concerns such as prayer, non-involvement of male nurses and how the practice of FGM contributes to the preference of TBA by mothers. The study assumes that midwives’ training may not have effectively addressed FGM, a social-cultural sensitive issue affecting childbirth and care. Secondly, the specific support of midwives in refugee camps contexts remains limited. A qualitative research approach was used in the study, involving Snowballing sampling method, in-depth interviews, and focus group discussions (FGDs). These methods brought out pertinent issues that make TBAs the preferential option for some mothers in spite of the presence of level 4 category hospitals in the refugee camps. In case of birth complications, the mother’s choice for TBA delays the family’s decision to take her to the hospital and for health care workers to save mother and child. The shortage of midwives and the presence of male midwives in hospitals make some Somali mothers seek assistance from TBAs. There is a need to contextualize midwifery training by enhancing the curriculum with evidencebased /mother-centered skills
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    Innovative Teaching Strategies for Delivering the Core Curriculum to Learners with Low Vision in Integrated Schools in Botswana
    (IJRISS, 2024-12) Toteng, Martha Tjini; Murugami, Margaret; Mwoma, Teresa
    Innovative teaching strategies are vital for effectively delivering the core curriculum to learners with low vision (LV) in inclusive educational settings. This study investigated pedagogical practices that promote engagement and understanding among learners with LV, emphasizing the significance of adaptive instructional methods. Building on existing literature, key strategies identified include cooperative learning, differentiated instruction, participatory learning and assistive technology, which bridge the gap between standard curricula and the unique challenges faced by these learners. The research employed a descriptive survey design, integrating qualitative and quantitative methodologies, to assess the effectiveness of these strategies in enhancing academic performance. A sample of n=69 participants, including special education and regular teachers, was selected from two primary schools in Botswana. Data was collected through questionnaires, interviews and observations, revealing that specialized pedagogical approaches, such as the use of tactile learning aids and individualized educational plans, significantly improve learning outcomes for learners with LV. The findings highlight the need for comprehensive teacher training to implement these innovative strategies effectively, particularly in inclusive schools, where the lack of specialized resources often limits support for learners with LV. This research highlights the importance of creating inclusive educational environments that cater to the diverse needs of learners with LV, ensuring their academic success alongside their sighted peers. The study recommends on the need for policy interventions that prioritize inclusivity and accessibility for learners with LV, advocating for specialized training programs for teachers and the implementation of Individualized Education Plans (IEPs) to provide tailored support. Additionally, fostering collaboration between special and regular teachers, along with involving parents in the educational process, can enhance the sharing of best practices and support the integration of learners with LV into the broader school community.
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    Jigger Infestation a Menace to Children’s School Attendance
    (www.iiste.org, 2014) Mwoma, Teresa; Makena, Beatrice
    This study intended to investigate the relationship between jigger infestation and participation at school by preprimary school and lower primary school children. The objective of the study was to find out the relationship between jigger infestation and children’s rate of school attendance. The study was carried out in Gatundu District because it is one of the highly jigger infested districts in Kiambu County, Kenya. The study utilized the Ecological systems theory and it employed the descriptive survey design. The population of the study comprised of pre-primary, lower primary school children and their class teachers from all the public schools in Gatundu District. Forty four jigger infested children were purposively sampled for the study. An equal number of pupils not infested were randomly sampled to be compared with those who were infested. The teachers handling preprimary school and lower primary classes were also purposively sampled. Questionnaires for teachers, observations schedules for children and document analysis were utilized for data collection. Qualitative and quantitative methods of data analysis were applied. The Statistical Package for Social Sciences (SPSS) was used to prepare and organize data for analysis. Pearson’s correlation coefficient test was used to compute the relationship between the variables. Frequency distribution tables, percentages, and descriptions were utilized for data presentations. Findings revealed that jiggers were a major threat to the realization of children’s educational goals. The Pearson correlation coefficient indicated that jigger affected children’s school attendance in that r = - 0.123, n=44 and sig(2 tailed)= 0.426.The study recommends that the school managers liaises with other stakeholders to seek for strategies of curing those infested, carry out routine checkups on children and sensitize communities on the causes, dangers and preventive measures of the jigger parasite in order to help all children realize their full educational potential in life.
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    Leveraging on Interactive Learning Pedagogy in Promoting School Readiness and Women Economic Engagement: Perspectives from the RCT Intervention Project in Tharaka Nithi County, Kenya
    (INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-03-28) Ong’ang’a, Hudson Ouko; Waudo, Judith; Onywere, Simon; Mwoma, Teresa; Mwangi, Margaret; Onditi, James
    Women economic empowerment and school readiness of children cannot be distinctly separated. It is on this basis that Kenyatta University WEE in collaboration with other partners jointly are conducting an experiment on WEE and children’s holistic development including school readiness. The intervention experiment is conducted in Tharaka Nithi county to understand how early enrollment of 3-year-old children would promote children’s school readiness and enable their mothers to engage in income generating activities. This intervention is happening in 60 schools(treatment schools). A control group of 3-year old children from the catchment are also selected for comparison at the end of the intervention. Besides, the same number (5) of 4- year old pre-primary school one (PP1) were identified for the same reason. 4-year old children attend PP1 as per the government policy. The two categories will learn together using an enhanced curriculum, provided learning resources and use of interactive pedagogy. The children were enlisted during a baseline survey to identify families with eligible children for the experiment. Assessment of the children in terms of developmental milestones was done by the assessment team of psychologists using among others Debron-2 school-readiness kit. This paper presents some of the baseline results regarding the status of 4 and 3-year-old children’s school readiness skills. The findings allude to the differences in school readiness of the 3-year old children and the extent to which the can cope with schooling.
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    Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies
    (Education Association of South Africa, 2015) Mwoma, Teresa; Pillay, Jace
    Much has been written about orphans and vulnerable children (OVC) with regard to their education and living. However, relatively few studies have documented the psychosocial support provided for OVC in public primary schools to enhance their psychosocial well-being. This study therefore contributes to the understanding of the challenges experienced by teachers in providing psychosocial support for OVC and the possible intervention strategies that could be adopted to mitigate these challenges. Seven public primary schools from Soweto participated in the study, comprising 42 educators and 65 OVC in Grade Seven. Findings that emerged provide supporting evidence that minimal psychosocial support is offered, and it is marred by numerous challenges in public primary schools, including lack of professionals to provide guidance and counselling services, few teachers trained in life orientation, and a lack of support from parents/guardians for OVC. Based on the findings, several intervention strategies are presented
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    Relationship between Jigger Infestation and Children’s Participation in School activities in Gatundu District, Kiambu County, Kenya
    (2014-02-24) Makena, Beatrice Mwebia; Mwoma, Teresa; Rachel W. Kamau-Kang'ethe
    This study intended to investigate the relationship between jigger infestation and participation at school by pre-primary school and lower primary school children. The objectives of the study were to find out the relationship between jigger infestation and children‟s rate of school attendance, performance in outdoor activities, academic performance and dropping out of school. The study was carried out in Gatundu District because it is one of the highly jigger infested districts in Kiambu County, Kenya. The study utilized the Ecological systems theory and it employed the descriptive survey design. The population of the study comprised of pre-primary, lower primary school children and their class teachers from all the public schools in Gatundu District. The sample size was eleven schools. Purposive sampling technique was applied to sample 44 jigger infested children in these schools. An equal number of pupils not infested were randomly sampled to be compared with those who were infested. The teachers handling pre-primary school and lower primary classes were also purposively sampled. Data was collected through the use of questionnaires for teachers, observations and document analysis. Qualitative and quantitative methods of data analysis were applied. The Statistical Package for Social Sciences (SPSS) was used to prepare and organize data for analysis. Pearson‟s correlation coefficient test was used to compute the relationship between the variables. Frequency distribution tables, percentages, and descriptions were utilized for data presentations. The study concluded that jiggers were a major threat to the realization of children‟s educational goals. The Pearson correlation coefficient indicated that jiggers significantly affected children‟s play in outdoor activities at r =0.306, and significantly lead to high dropout rates at r = 0.311. They also reduced school attendance at r = -0.123 and lead to slightly poor academic performance at r = -0.005.The study recommends that the school managers liaises with other stakeholders to seek for strategies of curing those infested, carry out routine checkups on children and sensitize communities on the causes, dangers and preventive measures of the jigger parasite in order to help all children realize their full educational potential in life.