Impact of paternal roles on the academic achievement of primary school learners with behaviour disorders in Tongaren zone Bungoma County, Kenya

Abstract

The purpose of this study is to investigate the impact of paternal roles and the academic achievement of primary school learners with behaviour disorders. This is a descriptive survey research design which aims at investigating relative importance offathers' roles in moulding behaviour in a sample of Kenyan primary school learners from Tongaren Zone, Bungoma County, Kenya, aged between 10 and 17 years. Finally, this study will find out some possible intervention measures to these behaviours. The study will be guided by Erik Erikson's theory of psychosocial development. The target population will involve 750 primary school learners aged between 10-17 years, 20 headteachers, 60 class teachers, 20 guidance and counselling teachers and 1 Area Education Officer in the entire Tongaren Zone, making a total of 851. Out of the 20 public primary schools, 5 (25%) of the schools in Tongaren Zone Bungoma County will be randomly sampled using purposive sampling techniques using the criteria of the most affected school with behaviour disorders among learners and poor academic achievement. Questionnaires (for the AEO, head teacher and teachers) and interview guides for learners will be used to investigate the impact of paternal roles on learners with behaviour disorders and the learners' academic achievement in the selected schools. A pilot test and the test-retest methods will be used to measure validity and reliability of the instruments respectively. The main techniques that will be used to analyse data are descriptive statistics, where quantitative data will be analysed using Statistical Package for Social Sciences (SPSS). Frequencies and percentages will be calculated and presented in tabular form. Qualitative data will be analysed using thematic approaches.