PHD-Department of Early Childhood Studies

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Browsing PHD-Department of Early Childhood Studies by Subject "Academic Achievement"

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    Physical Disabilities Induced by Road Traffic Accidents and their Effect on Academic Achievement of Survivors’ Children in Kiambu County, Kenya
    (Kenyatta University, 2021) Mpekethu, Mutia Jacob; Franciscah Irangi Wamocho; Beatrice Bunyasi Awori
    The purpose of this study was to assess the disabilities induced by Road Traffic Accidents (RTAs) and their effect on the academic achievement of the survivors’ children in Kiambu County, Kenya. A descriptive research design was utilized involving both qualitative and quantitative techniques. The target population was 210 road traffic accident survivors, 420 children, one senior authority from the Ministry of Education and another official from the County Government of Kiambu. Purposive sampling method was utilized to sample survivors who had lived with the disability for a time of not less than 5 years. An aggregate of 126 participants were involved during data assortment. Questionnaires were used to collect data from the RTAs survivors and their children, interview guides were used to collect data from the senior official from the Ministry of Education and the county government official. Finally, document analysis was used to collect data on the academic performance of RTAs survivor’s children. Quantitative information was analysed descriptively and inferentially based on need and relevance. Qualitative information was analysed through thematic prose conversations. Information was presented utilizing Tables and Figures. The discoveries show that majority (82.1%) of the learners had the option to proceed with their studies after the mishap, yet some needed to change their learning institutions because of unaffordable fee rates or had to move to upcountry. Further, the investigation findings likewise discovered that majority (88.1%) of guardians couldn't uphold their kids' instructive undertakings which saw a majority (88.89%) of the kids fail to accomplish their scholarly achievements. From the paired T-Test results, it was tracked down that the mean difference in scholastic results of the offspring of RTAs survivors prior and then after the accident was statistically significant at (p=0.000<0.05). It was found that the majority (90.5%) of RTAs survivors and their youngsters got no type of help from any association, insurance agency or government offices. The investigator tracked down that the connection between the survivors and their youngsters with the local people turned out to be more terrible after the accident. It was also found that the majority (76.2%) of the respondents agreed that there were stereotypes associated with disabilities in general, but more specifically, there were those directly associated with RTAs. From the interview, it was discovered that there were no particular strategies focusing on RTAs survivor's kids for their instructive accomplishment. The investigation prescribes the Ministry of Education to foster a policy framework that guarantees RTAs survivors’ children of continued education without disruption. It should make it compulsory that the offspring of RTAs survivors are deliberated when budgeting for allocation on special needs youngsters to guarantee that their schooling undertakings are accomplished.